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Atlanta Girls' School opened its doors in 2000 and is the only independent, nonsectarian, college-preparatory School for girls in grades 6 through 12 in Georgia. AGS provides a challenging college-preparatory program in a learning environment designed to foster each student's full potential and enable her to become a vital contributor to our complex global society. We achieve this by using proven and emerging educational techniques tailored to how girls learn, integrating big-picture thinking, high expectations, and leading-edge technologies. Our girls learn to take appropriate risks, be courageous leaders, give back to their communities, and project personal confidence and competence in all they do. Inspiring Girls to Lead Lives of Purpose, AGS's mission is more critical than ever before and is at the heart of all the programs we offer. In a world becoming exponentially more complex, girls will face challenges in college and beyond, requiring curiosity, creativity, collaboration, and confidence to be solved. At Atlanta Girls' School, we teach girls to be world-class problem solvers. Our curriculum and culture emerge from a distinct vision of what girls must learn individually and collectively to become thoughtful and capable leaders. Our School provides a safe, ethics-based environment where community members encourage and support one another, are respectful of one another's unique talents and interests, and are aware of and accepting of cultural, racial, religious, and economic backgrounds that may be different from their own. We aim to prepare students not only for college but also for lifelong learning. With a strong curriculum in the arts and humanities and math, science, and technology, AGS help girls and young women become equipped to meet the challenges, demands, and opportunities of the future. Our girls develop strong cognitive skills that can be applied to mathematical, scientific, artistic, social, moral, ethical, or personal. These skills, learned in an intellectually stimulating and emotionally nurturing atmosphere, allow girls to gain confidence, discipline, and courage and enable them to grow into resilient, responsible, and productive leaders of their communities. The Atlanta Girls' School admits qualified students without regard to race, color, disability, religion, sexual orientation, age, national or ethnic origin to all the rights, privileges, programs, and activities generally accorded and made available to students at the School. The Atlanta Girls' School does not discriminate based on race, color, disability, religion, sexual orientation, age, national or ethnic origin in administering its educational policies, admissions policies, financial aid program, athletics, and other School administered programs and activities. At AGS, a girl speaks up because she is not afraid of looking too smart. She offers her ideas freely and welcomes others to do the same. She becomes more confident and comfortable with taking risks. Strong role models help her discover her strengths, and leadership opportunities from her first year forward give her the hands-on practice crucial to self-confidence. When a girl completes her AGS education, she understands who she is and is ready to thrive in mixed-gender educational, career, and social settings. Girls learn through relationships with one another and their teachers. At Atlanta Girls' School, a girl owns her learning because her teachers return questions with questions, encouraging healthy, intellectual risk-taking. The scaffold the curriculum so that she learns to solve her problems. Strong role models inspire her to make a difference, and leadership opportunities from her first year forward give her hands-on practice crucial to self-confidence. When a girl completes her AGS education, she is physically and emotionally healthy. She has a big heart, a bright mind, and the capacity and initiative to create change in the world around her. Whether conducting an experiment to test a scientific concept expressed through literary interpretation, creating graphic designs using art and technology, combining geometry and history to produce theatrical sets, or exploring the vast geographic regions where the complexity of languages and cultures are expressed and understood, our students explore, discover, and make meaning through their learning. In partnership with teachers, families, and coaches, AGS girls make a way through dynamic experiences that shape their voices, compass, journeys, and choices. At Atlanta Girls' School, girls go beyond the surface. Girls understand and value the richness of diverse experiences and perspectives, finding purpose within the many intersections of teaching and learning. Each girl has space and encouragement to understand her talents and fully cultivate her intellectual interests. Whether information technology, literature, environmental science, music, or visual and performing arts, girls are guided thoughtfully to work toward understanding and relevant application of knowledge as active contributors to our complex society.

Turves Green Girls’ School is a community that typifies the best in our society. Our pupils are keen, resilient learners, ambitious for themselves and the future of their area. They bring energy and creativity to all they do, and we are rightly proud of them. Our staff works as a team. We are driven by a sense that the young people we serve deserve the very best education we can provide. Our senior leaders and the Governing Board understand that our teachers and support staff are the key to unlocking our young people’s potential, and therefore we place the welfare and professional development of our staff as central. We are building our success outward from a very simple premise: everyone is important. As a small school, we value every individual. We nurture individual talents and structure support to meet individual needs. Our success, recognized by our recent OFSTED, is based on being a caring community. As a single-sex school, we can create an environment where excellence is applauded not mocked. In 2015, for example, saw our Year 11 Netball Team win not just the District championship but the County championships as well. Our exam results since 2010 have regularly scored amongst the best in South Birmingham. We are an outward-facing school. Partnerships with other schools, colleges, universities, charities, and businesses offer our young people opportunities to develop their academic interests, explore new experiences, and investigate career pathways. As a cooperative school, we are part of a cooperative school family which shares our values. It is our aim that Turves Green pupils, after five happy and challenging productive years with us, should leave our school as well-qualified young adults who have a broad outlook, concern, and respect for others, and self-confidence which will enable them to be successful in achieving their goals and fulfilling their ambitions and to play a valuable part in the future of their world. Our vision is to provide for our young people the very best teaching and a supportive environment where their talents are nurtured and insecurities overcome. We will support the young people of our community throughout their childhoods to build their aspirations and ensure their needs are met. We work to put our school at the heart of the community. By working together with other schools and agencies we have a greater capacity for success. Through our cooperative ethos, we pool our efforts, ideas, and enthusiasm to support our young people and their families in ways that would not be possible on our own. As educators, learners, parents, young people, and the wider community, we draw upon both our strength and the expertise of partner organizations. We work to give parents, pupils, staff, and the wider community a strong voice in the development of education and services in the area. The children in our area deserve the very best education and we will strive to deliver it. We are their champions. Together, we succeed. Aims: To enable our pupils to be strong and independent – able to form healthy and respectful relationships, able to safeguard themselves and each other from exploitation and violent extremism, and able to stand up for British and cooperative values. To secure the highest possible academic standards and levels of challenge for our pupils and to prepare our pupils for the constantly changing challenges of life and work after school. To provide a curriculum that is broad, balanced, and relevant to each pupil, providing a breadth of experiences and allowing pupils to discover their passions. To create a happy and positive learning environment, fostering mutual respect, consideration for others, and personal responsibility. To be committed to developing positive relationships with parents, promoting education as a partnership between home and school. To provide a school-based experience for all our pupils which promotes equality of opportunity and seeks to overcome barriers to their achievement. To prepare our pupils for life after school so they can access the best opportunities in further education and the world of work. We achieve this by working closely with colleges and employers in addition to providing excellent independent careers advice. To encourage our pupils to be creative, resilient, and independent learners. To establish effective working relationships with other professionals for the benefit of all. We work with partner schools, particularly Turves Green Boys’ School and Cofton Primary School to improve all of our schools. To promote Turves Green Girls’ School as part of the wider community, through the implementation of our cooperative values, specifically our commitment to democracy. To provide a safe and caring environment in which all pupils can make a positive contribution to their learning, school, and community. To provide the best possible environment and inspirational teaching by using current technology and new approaches in the classroom. Here at Turves Green Girls’ School, we pride ourselves on the high quality of teaching delivered by our staff and the fantastic opportunities this gives to all our pupils, whatever their ability. We aim to develop this love of learning by ensuring TGGS lessons are well matched to the needs of our pupils, engaging and challenging. We encourage our pupils to be brave and take a chance in their lessons, to try to be resilient if they make a mistake as this is what will help them make progress.

Shelford's Vision is to have a reputation for excellence in girls' education. Shelford's Mission is Shelford strives to provide a quality education that encompasses the moral, physical, intellectual, social, emotional, and aesthetic development of all students within a safe, caring, and supportive community that acknowledges its rich heritage and Christian traditions. Shelford's Values are at Shelford; our core values underpin all that we do. They are embedded in every endeavor that we undertake. Respect: celebrating excellence and diversity, being mindful of the needs of others, caring for the environment, and encouraging community building and service. Integrity: being courteous, reliable, honest, loyal, and trustworthy and behaving ethically, and making principled decisions that positively contribute to our community. Passion: encouraging independent, self-aware, and confident girls and young women to develop a love of learning, a desire, and determination to make a positive contribution to a changing world, the courage, and confidence to try new things, reach out to others, and strive for justice. Creativity: embracing the challenges of a changing world and responding with curiosity, imagination, and innovative thinking. Research conducted by Australian National University (ANU) and Essex University has suggested that teenage girls who attend single-sex schools are more competitive than girls who attend coeducational schools. The Choosing to Compete: How Different are Girls and Boys study compared the behavior of 260 English boys and girls when asked to enter a competition that included a small financial reward and their attitudes to risky economic decision-making. It found that girls from single-sex schools and boys from both single-sex schools and coeducational schools were equally likely to behave competitively in the experiment. Girls from coeducational schools were much less likely to participate in the competition, but the girls' likelihood increased after they were placed in single-sex groups. The research also suggested that the student's family background was not a significant factor. Professor Alison Booth from ANU and Dr. Patrick Nolen from Essex University concluded that "our major finding is that single-sex schooling can affect economically important preferences...the benefit of single-sex education - in terms of increasing competitive behavior more than the average male but we have shown that this varies depending on the environment that females find themselves in. You cannot say that the difference in behavior is only due to some innate genetic characteristic because we have shown that girls in single-sex environments make similar choices to boys.' Professor Booth indicated that she intended to repeat the study for Australian students. The keystone of Shelford's Educational Philosophy is its Individual Differences Policy. Talented, perceptive, and sensitive teachers - working closely with parents and ancillary staff - design personalized programs to meet each child's needs, abilities, and interests. Students are placed in learning groups according to their social and cognitive readiness. Vertical grouping allows students to work with 'like minds,' and academic progress is not determined by chronological age. All administrative structures, resourcing policies, and staffing practices support and complement our Individual Differences Policy, which operates with our youngest child in the Toddler Group to our Year 12 students - and beyond. Students aspire to the highest levels of achievement in everything they do. They are encouraged to 'dare to dream' and experience the exhilaration of discovering talents and abilities they did not know they possessed. A feature of Shelford is its small class sizes. While many of Shelford's students are exceptionally able, some of our students have specific learning needs, and individual programs are also designed. All students participate enthusiastically in the co-curricular activities, and consequently, a strong sense of community pervades the school. The Pastoral Care program underpins and enhances the broader educational philosophy. Shelford is proud of its tradition of academic achievement, understanding, and care.

From the moment I joined the Ruyton community, I realized a dynamic and engaging learning community where girls come first. A place where girls and young women have the opportunity to dream, discover, and develop as capable and confident young women with the support of an engaged community. Mrs. Charlotte Anderson founded Ruyton in 1878, a woman of great courage and determination who believed in girls. Her vision laid Ruyton's reputation for sound scholarship, opportunity, and challenge for girls maintained by those who follow in her footsteps. This belief is still at the heart of all we do today. We foster each girl's individuality in a caring and safe environment, nurturing her intellectual, physical, social, and emotional qualities essential to flourish. As an independent, forward-thinking girls' school, we are committed to preparing girls for a lifetime of learning, leadership, and engagement in our global community. Our staff, parents, Board and Old Ruytonians are all deeply committed to enriching our girls' lives, providing them with opportunities to find their strengths, learn from their failures and develop the resilience and grit necessary to lead purposeful lives. Our school's size enables us to know our girls well and make strong connections and networks within our community. I love the powerful sense of connection within our school and the fact that each of our girls is valued for who she is. It is a privilege to work beside our passionate and highly skilled staff who promote intellectual risk-taking, curiosity, problem-solving, creativity, and joyful learning. Individually and collectively, they focus on developing pathways and opportunities for each of our girls to learn and grow and find her passion. Established in 1878, Ruyton has a strong sense of tradition, and we are proud to uphold our motto, 'Recte et fideliter,' which means 'Upright and faithful.' Today we see this as Ruyton girls being women of character and integrity.

Cultivate a caring culture that shows respect, builds trust and promotes quality relationships, inclusion, wellbeing, and pride for students, parents, and staff – past, present, and future. Personal, Personable, and Professional in all we do. Focused on Educating, Inspiring, and Empowering young women. Authentic, Respectful, and Ethical in all our interactions. Collaborative, Enterprising, and Bold. Set on a beautiful single campus, we offer the advantages of a seamless education from Kindergarten to Year 12. We emphasize a strong culture of learning and the wellbeing of our students, with an integrated curriculum that fosters friendships and peers support across Junior and Senior levels. Our students benefit from interacting with different age groups, blending primary and secondary school cultures for learning in the classroom, in Sport, in leadership initiatives, and the wider community. To give students a strong sense of community, we introduce them to our School House system from Prep. Everyone is encouraged to be part of the fun – join in special events like Music and Poetry Festivals, House Music and Dance, International Women’s Day activities, as well as House Swimming, Athletics, and Cross Country carnivals. We have a formal ‘Buddy Program’ that provides opportunities for mentoring, leadership, and positive role models for younger students. Buddies spend allocated time together in a program of activity and engagement. Operating on a single campus also enables us to provide continuity in learning and meet the needs of girls at their different developmental stages. This is vital to their success as learners and their growth as competent, confident, and connected individuals. Our unique Making WAVES Care and Leadership Program have four distinct phases that guide how we support the personal development of our students at each age and stage.

In this respect, we lead by example; modeling attributes that we teach to our students. We forge international partnerships to take our place globally, participate in community activities to become well-rounded citizens, and always ask questions to develop an inquiring mindset. Learning doesn't ever stop at Lauriston; it is always evolving and changing. It is our mission to inspire Lauriston girls to be courageous lifelong learners. They are ethical and compassionate young women who seek to resolve new-world problems and strive to be responsible, global citizens working with others to shape their world. Our vision is to be a School for Life. Learning programs at Lauriston Girls' School are based around the School's five core values: We communicate openly, honestly, and respectfully allowing us to have meaningful connections with each other in the community and beyond. We foster a culture of optimism, collaboration, and celebration. We are courageous in our approach to managing change embracing physical, moral, and intellectual challenges, and standing up for what we believe. Courage enables us to understand our strengths and act accordingly. We approach learning and teaching with creativity as our cornerstone. We are imaginative, inventive, and entrepreneurial. We are open to and champion new ideas and new ways. We engage proactively with the world, determined to understand better, reflect upon, and question ourselves, our experiences, and the society in which we live. We are critically engaged and curious about all that we encounter and learn. Learn how to connect with others, manage the highs and lows, and reap the rewards of our commitment by our purposeful engagement in all aspects of school life. We are motivated to participate and respond to changes in our world.

A leader in girls' education since 1890, Korowa is renowned for its academic excellence. Our Early Learning Centre welcomes 3 & 4-year-old girls and boys; then, from Prep-Year 12, we offer a specialized all-girls' environment. At Korowa, every teacher knows every student and encourages her to pursue her unique interests, talents, and ambitions - wherever they may lie. Korowa is renowned for our long history of academic excellence. Our NAPLAN and VCE scores consistently place us in the top tier of schools across the state. Our students' achievements span Sport, Music, Art, Science, Literature, and many more. We offer small class sizes to receive the support they need and build positive relationships with their teachers. Our School offers a broad curriculum. Our teaching is student-centered, drawing on students' natural curiosity and interests to engage them in the learning process. The Korowa community is one of the main reasons why families choose us. Our community is connected, engaged, and welcoming. Our students travel from more than 60 postcodes across Melbourne each day, and we are proud of our community's diverse nature. Our Co-curricular and well-being programs aim to develop the girls' breadth of character, confidence, and values, allowing them to make the most of their future. Korowa enjoys a picturesque, leafy campus with modern facilities necessary to cater to all study and interest areas. Read more. Korowa is conveniently situated near numerous public transport options. We are only five minutes' walk from Glen Iris train station and even less from tram stops on High Street and Wattletree Road. Glen Iris station is on the Glen Waverley line, with a CBD trip taking less than 30 minutes and even less if traveling from Glen Waverley. Buses from Camberwell, Box Hill, Chadstone, Ashburton, and Glen Waverley all stop at Glen Iris station. There is a bus from Caulfield station. Korowa students earn admission into the most selective tertiary institutions in the country. Typically, all students seeking university entry gain the first-round offer each year. Korowa girls are not limited to traditional post-school options. Each year Korowa graduates embark on tertiary studies as diverse as medicine, business, and design. Some take up cadetships with top-level companies, sharing their time between study and work. Our Mission is to develop self-aware, confident, and capable young women who understand their responsibility and capacity to positively influence the world. Our values guide every decision we make and are the standards to which we hold ourselves accountable. These are Courage - to strive for success in learning and life Respect - for Anglican values that promote authentic social responsibility Integrity - in our conduct, relationships, and leadership Service - to our local, national, and international communities

Monmouth School Girls’ Prep is an independent day and boarding preparatory school for girls aged 7-11 years. We are part of the Haberdashers’ Foundation, and, as a group in Monmouth, have recently celebrated 400 years of providing an excellent education for girls and boys. Situated amongst glorious countryside: the Wye Valley, the Black Mountains, and the Brecon Beacons, Monmouth School Girls’ Prep is well placed to offer girls an inspiring education in uplifting surroundings. We share the marvelous facilities of Monmouth School for Girls and this, coupled with the warm, supportive environment of our Prep school, enables girls to flourish and achieve their potential. With small class sizes, excellent teachers, and strong pastoral care, we are ambitious for our girls, not just academically, but also on the sports, music, and creative arts fronts. We aim to develop aspiration, confidence, and a sense of honor. We nurture a strong sense of self-esteem and rather than looking for a particular type of girl who will thrive here, we set ourselves the target of helping every pupil to thrive and set an important foundation for their wider education. Girls join the school-aged 7 in a two-class intake. Many of these girls will have moved up from Monmouth Schools Pre-Prep, but we also have a strong number of girls from a range of other schools. Entrance is via an assessment morning where we look not only at academic ability but also for girls who have the potential to benefit from what we have to offer and who will later thrive in our Senior school, where the majority of girls will continue aged 11. To ensure that the transition to the senior school is smooth, girls are taught some lessons by senior school staff, enabling us, in particular, to offer sports coaching by teachers who are themselves, performers, and coaches, at the national and international level. Access to facilities such as the DT suite means girls can develop an interest in technical subjects at an early stage. We have a Learning Support Department which helps girls overcome difficulties in individual subjects. We believe strongly that girls learn best academically in a single-sex environment where distractions are fewer and we can bring out the best in them. However, due to our special relationship with our parallel prep school Monmouth School Boys’ Prep, we can offer many opportunities for boys and girls to socialize and learn together. Swimming galas, concerts, choirs, quizzes, discos, and much more, all provide a chance for the girls to learn to manage friendships. Our principal aim is to enable girls to grow and develop in a happy, caring environment. There is a buzz of happy, purposeful activity, and relationships between girls and staff have a tangible warmth. All are allowed to shine and be proud. All are taught tolerance and respect for others. All are helped to prepare for the challenges they will experience in later life. Monmouth School Girls’ Prep does not just prepare girls for their next school, it prepares them for life.

Malvern St James Girls' School is a leading independent school for pupils aged 4-18. What helps to make us distinct and refreshing, is our recognition and active support for the individual talents, interests, and passions of girls, and the liberating and inclusive ethos the school embraces. Malvern St James doesn’t produce a ‘type’ of girl. We achieve excellent academic results, but we are not an exam factory. Our ethos is one of inclusion and respect. Girls can pursue their passions and interests in the field of their choice – all routes are equal. It may be horse riding, engineering, politics, the environment, or climbing. We recognize the importance of allowing each individual to grow and flourish. We find ways to support girls to achieve their passions. Girls can be anything they want to be, whether that is a high flying academic, a passionate sportswoman, or both! They are not defined by what they can achieve but because of the support Malvern St James offers and the personal development we nurture in girls, they can go on to achieve everything they want. We nurture freedom of spirit, respect for others, and support of every member of our school community. Our staff are innovative and passionate about their work and constantly evolve new ways to inspire learning and exploration of their subjects, often beyond the curriculum. We actively encourage debate and open discussion. We explore the world around us, at home and across the globe. We believe in maintaining truth and transparency as a school community. Malvern St James is a refreshing and inspiring school for girls. A school that helps girls to truly develop their thinking skills, to explore who they are, and to develop the courage and self-belief to go out into the world and be true to who they are. Our Belief in Growth MindsetIt is not normal nor realistic to be brilliant at everything all the time, and our failures inform future success. No wonder one of the first questions that often gets asked in job interviews is: tell me something that you did that didn’t go well and what did you learn from it? We are passionate believers in the importance of having a ‘growth mindset’ and viewing intelligence as elastic rather than fixed. This is one of the reasons why we put such a store on girls taking intellectual and creative risks, together with positive feedback and encouraging participation. Most importantly, they learn that it’s okay to fail. This way they are more likely to take intellectual and creative risks, learn from mistakes and enjoy the ride, which means working harder and going further. We encourage our girls to be ambitious, to follow their passions, and to be confident: and to appreciate the value of hard work and determination. We want to show girls the full spectrum of interests that contribute to a balanced and happy life and demonstrate the joy of finding something they love and pursuing it.

Lordswood Girls’ School is a school that does not standstill. We are constantly striving to improve on our best, be it about school facilities and the educational opportunities that we offer students, or in the range of innovative projects in which the school is involved and which enable Lordswood Girls’ School to remain at the cutting edge of education. Lordswood Girls’ School was one of the first schools in Birmingham to convert to an academy in April 2011 at a time when this status was only offered to outstanding schools. We are very proud of our position as one of the top schools, both in the city and nationally. The school has been ranked consistently within the top 10% of all schools nationally, based on examination performance at Key Stage 4, and enjoys an excellent reputation for its academic, sporting, and artistic achievements. So what are the factors that make us successful? We believe that the high expectations we have of all our students, the great importance placed on standards of behavior, and the quality of teaching and learning, together with a strong partnership with parents and carers, are key contributors to our success. Similarly, a differentiated and varied curriculum that takes account of the needs and interests of learners enables all students to progress onto meaningful pathways, be it Post 16 or Post 18. At the end of Year 11, the majority of students progress to the Lordswood Sixth Form which also has a proven track record in examination success and in ensuring that students achieve qualifications that enable progression to train, higher education, or employment. Extracurricular activities, trips and visits, and involvement in community projects all form an integral part of the Lordswood Girls’ School experience and all students are encouraged to participate. Through the Extended Learning afternoon on a Wednesday, we want our students to take more responsibility for their learning and to realize that learning is not confined to the classroom students are allowed to extend their learning through individual research and a range of activities both in and outside school. The school has a thriving performing arts department and an increasing number of students are now involved in concerts and productions, performing at a very high standard. At Lordswood Girls’ School, we aim to provide our students with the opportunities and experiences that will equip them with the skills, knowledge, and outlook necessary to make a positive contribution as citizens of the 21st century and, above all, to engender in them a love of learning that will last throughout life. We hope that your daughter will want to become part of this learning community. We believe that: Lordswood Girls’ School is an exceptional school, outstanding in the quality of all its learners. We are all learners learning is enriching, enjoyable, and lifelong. We learn from each other. Academic achievement is a vital, but not exclusive, an indicator of success. An effective, rounded education engages the whole person and extends beyond the academic. The quality of Lordswood Girls’ School lies in the richness of its aspirations, the commitment of its learners, and the quality of the relationships within and beyond the school building. Our past success informs our present practice and will be the foundation, but not the limitation, of our future growth. Schools are communities within larger communities. Between us, we can create an excitingly rich and diverse pool of talent from which we can grow. Therefore, we aim to: Value and include all who contribute to the life and growth of the school. Nurture mutually respectful, supportive relationships. Create a happy, purposeful and secure learning environment that engenders in all a hunger to fulfill potential. Inspire a zest for learning which extends beyond the ordinary and endures beyond the temporary. Model and promote the value of lifelong learning. Develop enthusiastic, self-disciplined, and motivated learners who respect themselves, others, and the world around them. Recognize the unique talent within every individual and realize his or her full potential. Harness, integrate, and develop the wealth of resources available to us within all of the communities of which we are part. Ensure the uncertainties of the future are anchored by strong self-belief, continuous development of skills, and an unwavering determination to realize the best in all of us. Through the curriculum, students develop an understanding of different faiths, fundamental human rights, and the importance of democracy in creating a fair, tolerant well-ordered society. Also, student leadership through the School and Sixth Form Councils enable students to experience democratic processes and to appreciate their importance. Students are taught to recognize discrimination and to adopt the necessary behavior and attitudes to challenge this and to promote tolerance and harmony through an appreciation of and respect for their own and other cultures. Curriculum activities such as debates, participation in mock elections, fundraising, and organization of events also provide opportunities for students to develop their self-confidence and initiative and to make a positive contribution to the life of the school and society beyond. Furthermore, the school’s Praise & Rewards and Behaviour policies encourage the development of student's self-esteem and encourage them to accept responsibility for their behavior.

In Little Flower Girls’ we provide a child-centered, broad, and balanced curriculum with accompanying extracurricular activities which reflect the needs and aspirations of all our students. We constantly strive for excellence not only through our educational provision but in our efforts to care for and develop each individual morally, spiritually, socially, and academically. "In our work as educators, we value the importance and uniqueness of each person, helping each to realize her potential (intellectual, physical, social, emotional, moral, spiritual) so that she may come to live a full Christian life, aware of and committed to her Christian mission in the world, capable of using freedom intelligently and of interpreting reality in the light of faith and doctrine." Our Expectations: We come to school on time, ready and willing to learn. We always listen and take turns to speak. We move safely and quietly around the school. We value and respect ourselves and others. We complete our work with pride and to the best of our ability. We follow our uniform code and take pride in our appearance. Within the Catholic ethos of Little Flower Girls' School, and the resources available, our school aims are as follows: To make students aware of their dignity, encouraging self-confidence, integrity, self-discipline, and good appearance. To encourage in students acceptable behavior, by respecting the dignity of others, showing understanding, courtesy, tolerance, and a willingness to co-operate with others. To create a climate in which each student can enjoy a satisfying and rewarding educational experience. In pursuance of these aims, the school liaises with parents, parishes, and contributory primary schools, the local community, business and industry, and other agencies and educational establishments. Learning for Life and Work to include personal development, local and global citizenship, and education for Employability are both integrated into the above areas of learning and discreetly delivered through a pastoral program and careers guidance program. The Curriculum is further enriched with the development of the Cross-Curricular Skills of Communication, Using Mathematics, and Using ICT.

Lewis Girls’ stands on a very attractive landscaped site in the heart of Ystrad Mynach. We enjoy strong links with the community and every year we attract significant numbers of students from outside the catchment area due to our high standard of facilities, and excellence in academic achievement, sports, music, drama, and the wider curriculum. Lewis Girls’ is a vibrant, caring school with a strong reputation. We have the highest expectations of all our students in all areas of school life. We value learning and aim to make it enjoyable and rewarding through high-quality teaching and care for our students. We have a supportive and inclusive ethos, which values every student as an individual in his/her own right and provides the opportunities for them to achieve their potential. We celebrate students’ achievements and strive to develop a wide range of their talents and interests. We aim to be a harmonious school that fosters mutual respect through working together as a supportive team of students, staff, and governors. Above all, we aim to help students develop their aspirations and be happy. The school provides a broad, balanced, differentiated, and relevant education. We have strong partnership links in the Sixth Form which vastly broaden curriculum choice for post-16 study. For primary school children, we have strong relationships with all our partner primary schools and operate a special program of events and activities to provide continuity and confidence building for your child during transfer. We believe that a sense of good order, based on a sensible code of conduct provides a strong foundation for the life of our community. The support the school enjoys from parents is one of the lynchpins of our success. We value our home-school links and encourage parents to contact the school if they have any queries or worries concerning a child’s education. Lewis Girls' is an 11-18 comprehensive school and currently has almost 900 pupils. The staff is well established and committed to the achievement of high standards and the provision of a wide range of extra-curricular activities. Staff development has a high profile and the school is continually improving. The school has an impressive record of success in academic, sporting, musical, cultural, charitable, enterprise, and social activities extending over many years. Last year over 95% of our 6th form students achieved a grade A* - C at Key Stage 5. The school is well disciplined but friendly, and the quality of staff-pupil relationships is excellent. All pupils are encouraged to give their best and expectations are high. At GCSE, 24% of our learners achieved at least 5 A*/A grades. The school is situated in Ystrad Mynach but its pupils come from a catchment area of approximately 40 square miles. Close links exist between Lewis Girls', Lewis School Pengam, and our feeder primary schools. Also, a significant number of pupils attend the school from out of the catchment area as a result of parents exercising their right of choice of school. Grounds Pitch. We have strong links with our three neighboring schools (Heolddu, Lewis Pengam, and Rhymney) and Coleg Y Cymoedd. These links enable a reciprocal broadening of subject choices for all 6th Form students in the four schools. Many students travel to and from our school, accessing a wide range of subjects within the Consortium.

Shaikha Hessa Girls’ School was established in 2001 as the first private, all-girls’ school in Bahrain. SHGS provides an international curriculum with International General Secondary Education Certificate (IGCSE) and the International Baccalaureate Diploma (IBDP). It celebrated the successful graduation of the fifth cohort since 2008. SHGS offers high-quality academic programs that promote leadership, emphasizing both value of integrating the latest in technology and the importance of multi-cultural understanding. SHGS is a National School with an international environment that emphasizes Arabic and Islamic values. We pride ourselves on having in our school community over twenty-four nationalities. SHGS is recognized by the Ministry of Education of the Kingdom of Bahrain. It is fully accredited (2007) by the Middle States Association of Colleges and Schools, USA (MSA), is a full member (2011) of the Council of International Schools (CIS), and a candidate (2012) for full joint accreditation with CIS and MSA. The school is authorized (2011) by the Edexcel for the International General Secondary Education Certificate (IGCSE) and International Baccalaureate Organization (IBO) as an IB Diploma Awarding Institution (2007). SHGS is proud to be the first IB Diploma World School for Girls in Bahrain. Shaikha Hessa Girls’ School believes that each girl is unique and that valuing the importance of oneself is critical in the pursuit of leading a fulfilling life. We are incredibly devoted to bringing our students the best education in Bahrain. We try to maintain a low teacher-student ratio and provide our teachers with every incentive for continuous improvements, growth, and development. We aim to create a nurturing and supportive yet academically challenging environment that allows each student to reach her full potential. Our mission is a joint home-school partnership that will promote leadership, critical thinking, and life-long learning in a secure, healthy, all-female environment by providing quality international programs in education for students to achieve their potential as individuals as well as global citizens, with the emphasis of Arabic and Islamic values. SHGS is a caring community that encourages students by example to: Share, cooperate, and contribute responsibly to a global society. Develop sensitivity to appropriate work and social relationships consistent with the principle of equal rights, including gender equality. Display sound decision-making skills by reflecting on choices and consequences.</ Lead a positive, healthy life. Care for others as they would have others care for them. Share resources. Build understanding and trust. SHGS students strive for academic excellence by: Learning how to learn and discover the joy of learning. Attaining depth and breadth of academic knowledge and understanding. Acquiring skills that support intellectual endeavor and academic success. Acquiring aesthetic appreciation. Understanding modern technologies and using them wisely and effectively. Acquiring academic skills and knowledge required to gain entrance to and success at competitive local and international universities.

St Peter's Girls' School is a leading private ELC to Year 12 Anglican and International Baccalaureate World School located in Stonyfell, just 5km from Adelaide's CBD. We offer students a unique opportunity to start their educational journey in our ELC and progress through our Junior, Middle, and Senior Schools on the one campus. This brings a strong sense of community community community as we work together to help each girl reach her potential. Whether it be through academics, sport, performing arts, public speaking, or a combination of disciplines, Saints Girls are well-rounded individuals who are inspired to shine both in and outside the classroom. The School was opened in 1894 by the Community of the Sisters of the Church, pioneering English women who sailed to a city they knew little about on the other side of the world. They arrived with very few possessions, but what they brought to our shores was priceless: a vision for quality girls' education. The School was established in North Adelaide and moved to the Stonyfell site in 1957. It was managed by the Community of the Sisters of the Church until 1986 when a change in a vocation within the community-community community resulted in the Sisters creating a different governance model and gifting the School to a Board of Governors. As St Peter's Girls approaches its 125th anniversary, our pupils are inspired to follow our founding sisters' footsteps as women of courage, compassion, and creativity. Our Mission At St Peter's Girls' School provides outstanding educational opportunities for students from Early Learning to Year 12 in an engaging, collaborative, and dynamic environment. Since 1894, the School has built upon our founding Sisters' legacy, who were brave pioneers of girls' education. Their precision and steadfast determination continue to resonate with students today. Guided by their example, our holistic education encourages students to challenge, serve, and lead with integrity and imagination in a global society. Our Vision St Peter's Girls' School: Inspiring women of character and influence. Our Values are: Courageous pursuing opportunities with confidence and strength Creative igniting our imagination to innovate and excel Compassionate connecting with the global community-community community through respect and service

St Mary's Anglican Girls' School is an independent day and boarding school for students from Kindergarten to Year 12. We have a proud tradition of providing a challenging, diverse, and enjoyable education, which incorporates the pursuit of excellence and a love of learning in a Christian environment. St Mary's was founded in West Perth in 1921. Some forty years later, the school moved to Karrinyup, where the school's modern era commenced. Well-appointed, air-conditioned buildings and modern facilities set in secure, landscaped grounds ensure that this beautiful, spacious environment enhances our academic and extracurricular programs. The school is located close to the ocean in the northern suburb of Karrinyup, thirteen kilometers from Perth's city center. Situated on forty acres of landscaped grounds and natural bushland, it is within walking distance of some of Perth's finest beaches. St Mary's has an enviable reputation for academic excellence and achievement at the highest levels in music, drama, art, debating, sport, and outdoor education. We are also renowned for encouraging participation by students of all levels of expertise in a wide range of extracurricular activities. In line with contemporary learning approaches, we are committed to investing in improving our school buildings and infrastructure so that our girls can study in the very best surroundings, benefitting from inspirational and contemporary facilities for all manner of activities both inside and outside the classroom. The House system, School crest and motto, and the School prayer and hymn are vital parts of St Mary's rich, all-around history and identity. As part of the House system, each girl is placed in six houses - Craig, Hackett, Lefroy, Riley, Wardle, or Wittenoom - where past family connections are continued. As well as being the vehicle for extracurricular activities and competitions, the Houses are essential in the development of leadership, values, and ethics. Each House has a prefect who, together with captains and the guidance of a Head of House, leads the House through the year's activities. Each year group and House also raise funds for worthy causes and those in need. Each year group has a Head of Year who takes on an essential pastoral care role, monitoring student welfare and development, and interacting with students regularly. The Head of Year also organizes essential activities for the groups. For almost 100 years, St Mary's has been proudly educating girls to be the best they can be. We are committed to nurturing confident and caring young women who embrace opportunities and contribute meaningfully to their community, both within and beyond school. With a reputation for outstanding academic achievement in an Anglican faith-based environment, St Mary's is a caring and inclusive community. Our highly qualified and professional staff are supported by excellent facilities and provide a warm and supportive learning environment to enable our girls to thrive. Discovery is at the heart of St Mary's student experience, and our staff is faithfully committed to the holistic development of each girl. Significantly, we recognize that at the heart of happiness is knowing yourself, understanding others, and being a good human being. We aim to develop the unique qualities of our students while encouraging them to strive for personal excellence. A rich extracurricular program provides outstanding opportunities for students to engage in service activities, outdoor education, surf and diving programs, drama, dance, debating, music, and sport. These activities help develop essential 21st Centuries skills such as critical thinking, creativity, collaboration, communication, and self-confidence, and we encourage our girls to engage and actively participate in these opportunities. Pastoral care lies at the heart of all that we do at St Mary's. Our philosophy is that each girl is known and nurtured as an individual. The school's pastoral care team strives to ensure that your daughter feels secure and is a valued member of our community. Maintaining a positive self-image is paramount, as a student's emotional well-being directly influences personal happiness, academic achievement, and contribution to school and family life. The Christian principles of trust, co-operation, and concern for others are encouraged amongst our girls and are central to chapel services and the Religious Studies program. The Dean of Students is responsible for overseeing pastoral care in the Senior School. This includes maintaining close contact with home, helping new students settle in, and monitoring students' welfare by liaising with teachers and school psychologists. When a student enters the Senior School in Year 7, she remains in her Year 7 class, with her class teacher as her primary pastoral carer. From Year 8, girls are placed in a small pastoral care group, known as her Link, in a Link teacher's care. These groups consist of girls from Years 8 to 12, so students remain in the same group, in the same teacher's care, for the remainder of their time at St Mary's. Link teachers meet with their groups every day. This regular contact helps the teacher get to know the members of their group quickly. It also increases awareness of the students' progress and involvement in school life and more immediate recognition of possible problems and causes for concern. The name Link was chosen because of all that it represents in terms of bringing people together. Links, or bonds, between individuals of the same and different year groups are established through close communication and help to satisfy our need for security and a sense of belonging, in this case, within the community of St Mary's. At St Mary's, faith and service are at the heart of the school. St Mary's Church of England Girls' School was founded on 14 September 1921 in the Church of England parish in West Perth, and by the then Rector of the parish of St Mary's, The Rev'd C L (Tom) Riley. The Rev'd Riley, later Bishop Riley, was the Small School's first Principal and Chair of the Board of Governors. According to the Anglican tradition, formal worship, focusing on the Eucharist, is an integral part of its cyclical life. We resolve to maintain and build on our Anglican foundation and Christian values. Through regular Chapel services and the Religious Studies program, girls are reminded that this is an Anglican School and that our philosophy is based upon Christian principles and teaching. Learn more about our school by viewing the Anglican Schools WA Ethos Statement. Girls of many faiths and beliefs attend St Mary's, and all attend our services, with the Eucharist being central to our community life. Girls from Kindergarten to Year 12 attend Chapel services weekly. Besides, borders have their Chapel service each week, and the annual Boarders Grandparents' Day always begins with the girls and their grandparents worshipping together. The boarders also enjoy chapel services with the boarders at Hale School, our brother school, and Guildford Grammar School from time to time. There are staff services to mark the beginning of each term and to conclude the school year. The many regular services, special services mark Holy Week, All Souls Day, and Christmas's approach. In August each year, students from Year 3 to Year 12, together with staff, celebrate through the Eucharist, the School's Patronal Festival, a highlight of the school's liturgical calendar, as is the annual Year 12 Valedictory Chapel Service. The school is proud to have Archbishop Kay Goldsworthy as a Visitor to the school and to have the Archbishop and Bishops preside over some school services and significant school occasions. We are members of the West Australian Anglican Schools Association (WAASA) and Anglican Schools Australia (ASA). Our current Principal, Mrs. Judith Tudball, is President-Elect of ASA.

We welcome you to our School. At Holly Lodge Girls’ College, we believe in an ethos of high ambition, challenge, and support. We challenge all members of our school community to be the best they can be and we effectively support them on this journey. Through our shared values and actions we aim to encourage our students to be focused, aspirational and resilient so that they can become confident and successful members of society. We are all proud to be members of this hard-working, warm and happy school. We aim to fulfill our mission statement of “Expect to Achieve” for all our students. At Holly Lodge Girls’ College our key values are the following: Aspiration Resilience Challenge and Support Focus The Department for Education outlines a five-part definition of British values: Democracy The rule of law Individual liberty Mutual respect Tolerance of those of different faiths and beliefs At Holly Lodge students will encounter these principles throughout everyday school life in the schools’ promotion of spiritual, moral, social, and cultural understanding both across the curriculum and as part of its ethos. At Holly Lodge, the importance of rules and the importance of distinguishing right from wrong is consistently reinforced through assemblies and the curriculum. Mutual respect is at the core of the inclusive ethos at Holly Lodge. The curriculum and ethos at Holly Lodge prepare pupils for life in a multi-racial and multi-cultural society where respect and tolerance are important. All pupils at KS3 follow a multi-faith RE course which employs a wide variety of teaching resources to enable pupils to develop their understanding of a range of faiths, encouraging them to treat people of all faiths races, and cultures with respect and tolerance. As a maintained school, all students in Years 7 and 8 will follow the National Curriculum. All students will make their option choices in Year 8 to begin their Key Stage 4 programs of study in Year 9, we believe that this will: allow students to focus on the fundamental foundations of learning in Years 7 and 8 to prepare them for future success. Support students in learning the depth and breadth of their chosen subjects by giving them longer in which to do so. Allow more option choices and personalization for students since the longer timescale allows more flexibility and time for study. Allow students to specialize in areas that interest them, motivating them to fulfill their potential and move onto the next stage of their learning. At Key Stage 4, all students will study GCSE English Language, GCSE English Literature, GCSE Maths, GCSE Double Science, Core RE, and Core PE. Most students will be expected to study GCSE French. Speakers of other languages will be allowed to take a GCSE in their home language. In addition to these core subjects, students will make 3 option choices from a range of GCSE and Vocational subjects. Through the options process, all students are allowed to study for the English Baccalaureate – GCSE English, Maths, Double Science, Geography/History, and French. We are proud to nurture an environment that allows our students to strive for academic and vocational excellence. We focus on progression and preparing our students for their next steps whether that be university, further education, apprenticeships, or work. We offer a wide range of level 3 courses that combine to create individual study programs to maximize our student’s potential. The quality of teaching and learning in the Sixth Form at Holly Lodge has an excellent track record, has proved by examination results and OFSTED inspections. Results in our Sixth Form subjects compare extremely favorably against results in similar schools both locally and nationally. We are passionate about getting you the right qualifications to allow you to progress. We are very proud of our destinations for our year 13s and we will do what it takes to get you into university and apprenticeship or straight into work should you wish.

As a small school with strong community values, we know and care for every pupil as an individual. All local pupils are welcome in this school. We do not have a selection process and we strive to meet the needs of each member of our school community, celebrating diversity and always striving for equality in our school family and the wider world. Our ethos encourages mutual respect and support to enable every pupil to make the greatest personal, social and academic progress during their time with us, preparing them for successful careers and fulfilling lives. A relentless drive for the best academic progress for each pupil sits comfortably alongside the wider curriculum where values education embraces citizenship, pupil voice, charity, and community work. This term we are developing new partnerships with a local care home for the elderly and Trident Reach the People Charity alongside well-established links like the Stechford Food Bank. Charity work raises over £6000 every year. A pupil pilot group has started planning our route through the UNICEF Rights, Respecting Responsibilities Mark and Hodge Hill Girls’ School Thinktank are ready to begin their work. In academic studies, there are personalized pathways in learning to meet the needs of individuals and groups of pupils. Lessons use a blend of modern technology, traditional teaching, and individual support in every area of the curriculum. We understand from our self-evaluation that differentiation and challenge in lessons are of paramount importance to rates of individual pupil progress. The quality of marking, feedback, pupil response, and homework support the pace of learning – these areas have been and continue to be areas of focus for the school. Here at Hodge Hill Girls' School, we genuinely value and strive to enhance working partnerships with our families, feeder schools, and our local community. This partnership is essential in raising standards and achievement, every member of our family has a role to play in raising the aspirations of all our pupils to ensure we are "Educating Tomorrow's Women Today". Our aim is Pupils, Families, Staff, and Governors working together in consultation to help every pupil make expected progress, to help many pupils make better than expected progress, and to help some pupils to make exceptional progress by: Ensuring pupils attend for a minimum of 96% and are not late. Rewarding personal endeavor and community commitment. Helping pupils overcome challenges in their work and behavior. Supporting physical health and emotional resilience. Developing teaching and curriculum for high-quality learning. Developing the site, building, and resources for best value 21st-century learning. Education should help pupils respond to the opportunities and challenges of the rapidly changing world in which we live and work. In particular, they need to be prepared as individual citizens, to respond to the changing pattern of work and leisure, the expansion of communication systems, and the increasingly global nature of our world. In this context, we have developed a balanced curriculum framework that allows a flexible but coherent approach to study for all pupils. We are committed to raising the achievements, attainments, and aspirations of everyone in our school community and address equal opportunities by carefully considering the diverse needs of our young women about ability and cultural background. The core purpose of Secondary Education is to enable young people to learn and achieve. We work with determination to ensure that literacy, numeracy, Information Communication Technology, and thinking skills progress from Primary School and are integrated into the basic skills curriculum for all pupils. Curriculum extension and enrichment are key elements of the opportunities offered within the day, as an integrated part of our Curriculum and Achievement Days and in Out of Hours Clubs and Teams. We have high expectations for our pupils, which are communicated through our monitoring and target-setting processes. Regular individual and group reviews and assessments provide information regarding progress and help us to review together what is learned and taught, and provide intervention should this be necessary. Pupil progress is reviewed regularly throughout the academic year.

Handsworth Wood Girls’ Academy is a comprehensive school that caters to girls of all abilities from the age of 11 to 19. The academy is very diverse, of which we are very proud and which reflects our local community in Handsworth. Our ethos is based upon mutual respect and students are supported to develop respect for themselves as individuals, for others, and for the studies and activities in which they are engaged through our excellent student welfare system. Our motto of “Aspiring for Excellence” embraces the idea that all our students can achieve success in all that they do during their time here and we make every effort to ensure that each student achieves good grades in relevant qualifications. As a comprehensive academy, our overriding aim at HWGA is to ensure that our students achieve everything that they are capable of – their ‘Personal Best’ - from Year 7 through to Sixth Form and beyond. We are very proud of our excellent reputation in the local community, and pride ourselves on the quality of education we provide to our students. Our GCSE, AS and A-Level results have shown continual improvement over the years and our last Ofsted inspection in May 2014 judged us as “Outstanding” in all categories and overall. We are celebrating another great set of A Level results this year with 38 students gaining a place at university to study a wide variety of courses. Equally, our GCSE results revealed some outstanding achievements for our students. Yet again, our Year 11s managed to achieve some very good individual student results. Our students have worked hard and we are proud of their success. They are fantastic young women who have a very bright future. Hard work is an expectation of all and we strive for continual improvements year on year by challenging our staff and students to excel. It is also important to us at HWGA that students enjoy their time here, and we have a caring and supportive school environment, as well as a diverse range of academic and enrichment opportunities available to all. This is supported by excellent career education, information, advice, and guidance to help students make informed choices for KS4, the Sixth Form, and beyond. Our vision is To provide an outstanding education in a creative and aspirational environment for all our students. Our Aims: To continue to improve teaching and learning and raise standards of attainment. To develop students into disciplined and successful independent learners. To develop the academy as a thriving, resilient, and successful organization that engages effectively with the community of Handsworth and beyond. The aim of the Special Educational Needs (SEN) team is to provide support for any student who needs additional support to help them make progress. This is in line with the purpose of our academy which is for every student to fulfill their potential, in terms of academic, personal, and social. Students who, through assessments, teacher referral, or prior schooling are identified as having particular needs will be accommodated to ensure these needs are met. Equally, our academically weakest students will have extra support in the core subjects of English and Maths. Individual Education Plans (IEPs) will be used to identify the target areas an individual needs to work on to help them make progress. These IEPs will be referred to by teachers and teaching assistants to ensure students have the opportunity to work on their targets. Subject teachers and teaching assistants will liaise to ensure students have learning opportunities that are best matched to their targets. Our Aim is simple that every student can leave Handsworth Wood Girls’ Academy having realized their full potential, having ‘Aspired for Excellence’. Driven by our ethos and values, our curriculum enables students to study the subjects important to them, develop the skills they will need to shape them as citizens ready for a prosperous future in modern Britain or globally. We have very high expectations for every student, with challenging, aspirational, and shared potentials. Students at Handsworth Wood Girls’ Academy are supported academically and emotionally developing skills, attitudes, and abilities which will enable them to achieve their life goals. Within the curriculum, we at every point encourage learners to help shape their learning. Our curriculum is designed so that each student has access to a curriculum that will enable them to make the most possible progress guiding choices while offering a broad and balanced curriculum. High-quality teaching enables students to enjoy their learning and ensure they are well prepared for future success in all aspects of their life. Our curriculum aims to develop in all students: A sense of inquiry, the ability to question, solve problems, and argue rationally. A willingness to apply themselves and an aptitude for learning. Knowledge and skills are relevant to adult life and employment in a changing world. Literacy, numeracy, and competence in the use of information technology. To develop their creative, critical awareness, empathy, and sensitivity. A recognition of their own and others’ achievement, in school and beyond. Self-esteem, self-worth, and self-confidence. The skills of working as an individual and as a member of a group or team. Appropriate moral and spiritual values and tolerance of others. To value each individual in an atmosphere of mutual respect.

Through our vision to nurture today’s young people and inspire tomorrow’s leaders, we aim to offer our pupils a transformative educational experience that will prepare them for success personally, academically, and socially. Using innovative teaching techniques supported by the best of modern technology, our pupils follow a curriculum that is designed to enthuse, enrich and engage them, exposing them to scholarly thinking from a young age and encouraging them to critically engage with subject content. Our school’s leadership specialism, coupled with our commitment to educational excellence, character development, and service to communities, creates an aspirational environment where every pupil is encouraged to achieve the best possible outcomes. By cultivating a culture that rewards excellence, values achievement, encourages creativity, and inspires pupils to become a force for good in their local communities, our pupils will become productive and effective contributors to society and act as ambassadors for our STAR values of service, teamwork, ambition, and respect. All of our pupils are encouraged to explore their unique talents and have the opportunity to participate in a diverse range of enrichment activities. We have a program of personalized intervention support to ensure all of our pupils are fulfilling their potential, and pupils can pursue the subjects they enjoy and excel at to progress to Russell Group Universities and the leading professions. We want our young women to believe that anything is possible and we are committed to equipping them with all of the skills they need to become the leaders of tomorrow. Our drive for excellence is underpinned by a robust pastoral care system designed to ensure that all of our pupils feel safe, happy, and well at the academy. The Academy is part of the Tauheedul Education Trust. As an 11-18 progressive and inclusive Muslim faith Academy, the Governing Body will consider all applications equally without reference to faith. As part of our vision to nurture today’s young people and inspire tomorrow’s leaders, we understand that character education is every bit as crucial to our pupils’ development as academic success. Our STAR values of Service, Teamwork, Ambition, and Respect are designed to actively promote and complement the five fundamental British values identified by the Department for Education. We teach our pupils the importance of being kind, compassionate, and respectful to everyone that they meet, irrespective of their faith, ethnicity, gender, sexuality, class, or any other perceived differences. Through our leadership specialism, community service projects, and interfaith alliances, our pupils meet inspirational people from a diverse spectrum of backgrounds, beliefs, and cultures, and are encouraged to embrace all that life in modern Britain has to offer. Our curriculum is designed to foster thought, curiosity, and a desire for learning in all pupils, regardless of their backgrounds, strengths, and needs. It should be a gateway to opportunity and fulfilling and prosperous life in modern Britain and beyond. Our curriculum is broad and balanced, with an emphasis on academic success. We prioritize learning in Literacy, Numeracy, Languages, Humanities, and Science. Our curriculum is both coherent and cumulative, with an emphasis on the critical importance of knowledge acquisition. Every pupil is encouraged to set their sights high for their future, regardless of their background or individual circumstances. To help them prepare for college, university, and the world of employment, we deliver careers guidance through a range of processes designed to develop high aspirations in pupils, encourage pupils to consider a broad and ambitious range of careers, and enable individuals to make informed choices and transitions related to their personal, educational and careers development. We also draw on specialist support from local partner organizations. Through our Leadership specialism and enrichment program, we develop links with leading local employers in the professions, business, industry, and the public, community, and voluntary sectors. As well as addressing the pupils and answering their questions about what it’s like to work in their field, we look for exciting work experience and mentoring opportunities with them. We also consider it essential for our staff to lead by example and exemplify and model British values. British values are therefore built into our staff induction processes and reiterated in all staff training exercises. The TET Board of Members and Trustees oversees the whole organization and is the legal Governing Body for all Tauheedul schools, but much of the work of the Board is delegated to the school Local Governing Body. We have a committed team of Governors who are actively involved in the life of the academy. They reflect the community we serve and include parent and staff representatives. The Governors are passionate about the Academy and are here to make sure that every young person is given the best education, opportunities, and experiences possible. Our Governors play an important role in overseeing the work of the Academy, acting as “critical friends” for the Senior Leadership Team and holding the Academy to account for performance and development. leadership development, exam results, and university preparation are at the heart of the sixth form experience in all Tauheedul schools. By combining a focus on high levels of academic achievement, with ethical, sustainable living, community service, and charitable giving, Tauheedul schools ensure that all sixth form pupils leave with the best possible foundations for their future lives as high achieving, active citizens. Our sixth form is due to open in September 2022.

Bordesley Green Girls' School & Sixth Form is a four-form entry 11-18 multi-cultural, and inclusive comprehensive school situated on the eastern side of the City of Birmingham. We have 840 students on roll including 200 plus Sixth Form students, 50 plus teaching staff, and a support and administrative staff of 30 plus. At Bordesley Green Girls' School and Sixth Form We work with each student and her family to achieve our aim of 'bringing girls' greater success'. Our students are hardworking, ambitious, and generous and are justifiably proud of their achievements and their school. Community support is a huge strength of the school and we have extensive business partnerships. We work hard every day to ensure our pupils receive the very best state education available and to encourage them to believe in themselves. Our pupils are rightly ambitious and they go on from our Sixth Form to the UK's top universities or apprenticeships in some of the country's leading companies. Bordesley Green Sixth Form has gone from strength to strength and is now a dynamic community of over 380 students. We pride ourselves on providing truly inclusive education. At the heart of our philosophy is that that student matters. We care about the progress our girls make and are committed to their success. Our teaching and pastoral staff work tirelessly to create an atmosphere where the girls can perform at their best. Our broad curriculum combines academic rigor with numerous opportunities outside of lessons. There are many opportunities to develop leadership, volunteer, and enhance skills through a varied program of Enrichment. We aim to prepare our students and equip them for the future into the post 18 world: into higher education, employment, a gap year, or a foundation course whatever the right choice for them may be. We have formed extensive links with universities, local businesses, and voluntary groups to offer our students the chance to enrich not only their experiences but also the lives of others. We regularly engage external speakers to further inspire our students and create a real sense of community locally, nationally, and internationally. Our Sixth Form students worked tirelessly to get our World Class School status. We celebrate the achievements of our students and take pride in them. We also take pride in the range of destinations our students leave us to go on to. Last year 70% of our students progress into higher education to study a range of courses: Medicine, Dentistry, Physiotherapy, Nursing, and Primary Teaching to name some. Whatever is the personal ambition of students, wherever they may see their future being, we can help them to achieve their goals and give them advice and guidance along the way to help make their ambitions a reality.

At Tayyibah we believe that education in an Islamic environment means instilling self-discipline and self-respect in our pupils. We believe that we should inculcate good character within ourselves to reap true success in this life and the hereafter. Tayyibah Educational Trust was established in September 1992, to provide high-quality, excellent moral and academic education for girls in Hackney. Tayyibah Girls School is the flagship project of the trust. Our humble beginning was in a basement flat in Cazenove Road, Stamford Hill, with just 4 girls. Today there is a full primary, secondary school, and sixth form. The school moved to its current premises in 1993. A further extension was made to the building to improve the facilities available to its students. One of the central aims of the school has been to provide an excellent education to its students equipping them for their lives ahead. Tayyibah Girls School over the years has been constantly been the top-performing school in the Borough. Its Alumni have progressed into many professions including Medicine, Law, Education, and Islamic Scholarship. In Key Stage One and Key Stage Two, children are taught all the elements of the newly required syllabus of the 2014 National Curriculum for both core (English, Maths, and Science) and foundation subjects (history, geography, art, physical education (PE) and religious education). At Tayyibah we have worked hard to ensure that the change to the new national curriculum has been smooth and through our planning, we have endeavored to ensure that all learning is matched to the individual needs of our children. As far as possible a cross-curricular, thematic approach is used to teach the ‘core’ and ‘foundation’ subjects. A theme is selected and applied across a year group each term. By adding this dimension to learning we can provide opportunities for key skills to develop across the curriculum and to cultivate creative thinking. The Secondary School curriculum is academically rigorous and enables girls to develop those significant intellectual skills that go beyond each academic discipline, to ensure they can use their knowledge in new situations and see connections between and within-subjects. Such skills are fundamental if pupils are to achieve their maximum potential and develop as independent, focused learners who are academically successful. Girls have the choice of Arabic, Urdu, or Turkish as their main language. French is also available as an after-school language for those with a French-speaking background or interested in learning French. At Tayyibah we aim to: Assist our pupils to achieve the very best they are capable of achieving. Continue to develop and improve the essential literacy, numeracy, and ICT skills of the pupils. Improve their social skills so that they are fully prepared for the next stage of their education and their role as responsible adults. Ensure that all pupils and staff feel part of a whole learning community where it is safe to learn and feel included, valued, and respected. Ensure pupils aim high, are proud of their achievement, and leave school believing in themselves, their abilities, and their capacity to grow and change. Tayyibah Girls School provides a range of extracurricular activities available to students. Staff is very generous with their time to enrich our students’ experience and a large number of clubs and activities are available covering a wide variety of interests. English, Mathematics, Art, French, and Arabic clubs are all active within the school. The school is in the process of enrolling our senior girls for the Duke of Edinburgh Award. The school also gives its students to raise money for a variety of charities our school council, provides students with the opportunity to involve themselves in school issues. New technologies have become integral to the lives of children and young people in today’s society, both within schools and in their lives outside school. The internet and other digital and information technologies including social media are powerful tools that open up new opportunities for everyone. New technologies help teachers and students learn from each other. They can stimulate discussion, promote creativity and effective learning. Children and young people should have an entitlement to safe internet access at all times. The requirement to ensure that children and young people can use the internet and related communications technologies appropriately and safely are addressed as part of the wider duty of care to which all who work in schools are bound. The school's online safety policy should help to ensure safe and appropriate use. The use of these exciting and innovative tools in school and at home has been shown to raise educational standards and promote student achievement. Tayyibah Girls School would like to keep in touch with all leavers from 1992 onwards. This is an opportunity for former students to offer invaluable support in a range of ways, for example as a career and educational role models, mentors, work experience providers, or even fundraisers or donors.

At KINGS we provide aspirational opportunities for every one of our girls to achieve the highest possible academic standards and to develop the life skills and confidence to succeed as young women in the modern world. We offer an all-round education which enables each girl to find her strengths and direction in life, whatever her talents, expectation or needs. We take pride in our one-hundred-year roots, in our present, and our future, ensuring that girls are always a part of our community and play a part as citizens within their community. We provide a caring, relaxed yet purposeful environment in which girls can thrive. We value the richness that the arts, sciences, humanities, and enterprise subjects bring to a balanced education and our experience as a specialist college has given us particular strengths in languages and sport. We strive at all times to ensure the highest quality academic and enrichment experiences and opportunities. At Kings Norton Girls’ School, each student’s current skills and levels of attainment are assessed on entry through reading, comprehension, and spelling tests, Midyis, and PASS data. We use this information, with any other information from previous schools, to decide whether students require Special Educational Needs or Disability (SEND) support. Through regular assessment, we can identify students who are making less than expected progress for their age and individual circumstances. Kings Norton Girls’ School offers an exciting and innovative curriculum from Year 7 to 13. The curriculum is designed to meet the needs of all students, developing their knowledge and understanding in a range of subjects and honing their skills so that they become successful independent learners during their time at school and beyond. At Kings Norton Girls’ School curriculum departments are arranged into seven faculties: English, Maths, Science, Arts, Humanities, Modern Foreign Languages, and PE. English, Maths, PE, and Modern Foreign Languages are single discipline faculties, the Arts, Humanities, and Science are multidisciplinary. Life at school for a Kings Norton Girl is diverse, exciting, and full of opportunity. Learning is central to all that we do but there’s so much more than just lessons. During a girl’s life at the school, between years 7 to 13, all girls will have opportunities to participate in educational visits both in the UK and abroad, join one of over forty extra-curricular clubs, gain leadership experience, take part in our exciting cross-curricular or health days and play an active role in supporting the success of their house. Everyone can improve intelligence and the ability to learn. Intelligence and learning are not fixed but being open to challenges, resilient in the face of setbacks, and putting in the individual effort will help us to develop. We will help your daughter to adopt this growth mindset and show parents how they can also help to do this.