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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.

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

Ivanhoe Girls' Grammar School is a welcoming, vibrant, and supportive community. Our values underpin the high-quality education we offer our students, with state-of-the-art resources, facilities, and technology that enable them to transition smoothly into the world. Features of Ivanhoe Girls' Outstanding teaching staff, who are inspiring, dedicated to learning needs, and committed to excellence Excellent VCE results Varied tertiary choices, many in non-traditional fields Pastoral care nurturing resilience, relationships, and well-being Opportunities to develop leadership skills and get involved in social service An online learning management system, teaching girls how to use technology effectively Opportunities to participate in exchange programs and study tours A vast array of co-curricular activities, including sport, art, and many specialized clubs, accommodate various interests. Our Mission Ivanhoe Girls' aims to provide the best learning and teaching underpinned by the Christian philosophy, enabling every girl to achieve her potential and be a confident, optimistic, and responsible citizen. Our Values The care and unique worth of every individual in the School The Christian foundations upon which our School is built Enjoyment of learning The breadth of educational opportunities embracing the academic, cultural and physical Excellence in all facets of School life Independent critical thinking and life-long learning Cultural and spiritual diversity Truth, integrity, and compassion Facing challenges and learning from experience Non-selective entry Citizenship and service to others Environmental awareness. Our Goals To provide a learning environment for girls which: provides dynamic and challenging learning opportunities which cater to a full range of girls' interests, abilities, and learning styles enables each girl to feel safe and confident to pursue her learning enables girls to practice independent, critical thought and develop a life-long love of learning enables each girl to explore and develop her spirituality through knowledge and appreciation of the Christian philosophy while affirming tolerance and appreciation of other beliefs fosters responsibility through a values-centered education develops leadership, teamwork, and research skills in a range of settings fosters healthy attitudes which enable girls to respect one another, develop resilience, enjoy school life and approach the future as responsible, caring citizens equips girls with the flexibility to thrive in a changing world recognizes effort, achievement, and success is based on our students' needs and informed by current research and practice is achieved through building the most effective team of teachers is supported by providing the best resources and facilities in an attractive environment which the girls care for and respect. At Ivanhoe Girls' Grammar School, the individual's focus is at the core of all we do. The caring relationships at the heart of the School, especially between the class teacher and each student, provide the best possible foundation for learning. The security of an encouraging and supportive environment gives our students a strong sense of belonging, self-esteem, and resilience, which enables their learning to flourish. Every student has a range of significant adults to provide them with guidance and a sense of connection. Additionally, frameworks such as the Peer Support program enable senior students to provide mentoring for younger year levels, encourage cross-age friendships, develop leadership skills, and provide excellent role models. Junior School Pastoral Care In Junior School, class teachers ensure that all staff knows their students' unique needs as they arise. Our professional, qualified counseling team supports the staff and students. Our Special Friends program, which pairs younger and older Junior School and Early Learning Centre students, provides another level of support and connectedness. Senior School Pastoral Care In the Senior School, every student is placed in a small tutorial group with around fourteen other students under direct care. Tutor groups meet daily, and each tutor comes to know every member of the group near enough to provide strong encouragement and support. The tutor group provides a strong sense of connection and belonging and focuses on many school activities, including social events and community service ventures. Tutors monitor each student's involvement and achievement and produce a rich and diverse program to bring out their best and develop essential life skills. We aim to foster community awareness and a commitment to respect others and have an active appreciation of the value of diversity in our culture.

Welcome to Ipswich Girls’ Grammar School. At IGGS, we aim to educate students to become confident; well-educated young women prepared for higher learning, global citizenship, and life. The school was established in 1892, and we are fortunate to have a proud history and many traditions. Our professional staff is committed to providing each girl with a positive, personalized, holistic education within our safe, first-class learning environments. The school is frequently commended for our students’ high academic results, confidence, diligence, self-discipline, and community service. These commendations result from new, evidence-based learning and teaching programs, dedicated and talented teachers, the individual attention given to each student, and the productive partnerships we enjoy with parents and Old Girls. IGGS’s tertiary entrance outcomes and literacy and numeracy results are continually among the best in Queensland. In our co-educational Junior School, core literacy and numeracy skills are developed using explicit teaching methods. As students progress through the middle and senior years, teachers use a combination of explicit and student-centered teaching and learning methods. We believe this approach best enables our students to become confident, independent learners equipped with 21st-century skills to empower them to transition to higher education and life beyond the school’s gates. At Ipswich Girls’ Grammar School, we have high expectations for our students. Our pastoral care programs teach students to be well-mannered and diligent in all that they do. They are also taught to respect themselves, their families, the local community, and the world in which they live. We guide students on how to be useful team members and, above all, expect them to maintain high moral and ethical standards and display care and compassion for others. Our Vision Ipswich Girls’ Grammar School inspires girls to become confident, well-educated young women. Mission Shaped by our proud history and traditions and focus on academic excellence; our school provides a personalized, holistic education by expert staff in engaging learning environments. Values are the Ipswich Girls’ Grammar School core values that are at the heart of our community. BothSchooll and students seek to promote them through all our endeavors. Our five values foster excellence, integrity, resilience, and responsibility. They influence an IGGS girl’s self-worth, behavior, and how she interacts with her peers and the wider community. With strong moral and ethical values, our girls develop into responsible, capable, global citizens who create higher learning, leadership, and life opportunities. At Ipswich Girls’ Grammar School, you can rest assured you are giving your daughter every opportunity to realize her full potential. She will be engaged and challenged by our rigorous academic curriculum. Professional, dedicated teachers will foster her true potential through personalized learning in well-equipped and engaging learning environments. She will discover her talents and abilities outside the classroom with our many co-curricular activities. Her personal development will be nurtured through our comprehensive wellbeing program as she grows into a well-educated, kind, confident, community-minded young woman. IGGS girls receive more attention in every class every day. Each girl has a Personalised Academic Action Plan tailored to her specific needs. Her progress is regularly monitored to ensure she is inspired and challenged. Extensive and learning support programs are available to all students who need them. With our three distinct yet connected School precincts—Junior, Middle, and Senior—our girls enjoy a sense of belonging in a robust and supportive school community. Changes to the senior assessment and tertiary entrance system are being appropriately addressed as Queensland moves from the OP system to the Australian Tertiary Admissions Rank (ATAR) system. We know that academic excellence and personalized care are essential for the kind of education you want for your daughter and look forward to welcoming you into our school community. Our Middle School girls are happy, well-educated, considerate young women who have an abundance of opportunities to develop academically and personally. Your daughter receives exceptional guidance through the transition from primary to secondary schooling and from co-education in the formative years to girls-only classes from Year 7. Students who join us from other primary schools are placed in one of five Houses. Girls with relatives who attended the school are allocated to the same House. Each House’s cross-age nature facilitates a nurturing relationship between girls of different ages, along with House spirit and a sense of belonging. The IGGS rigorous academic curriculum strengthens essential learning skills, promotes connectivity, and builds a solid foundation for further study. Our Middle School Life Skills program, tailored to adolescent girls’ needs, enhances your daughter’s resilience, and provides her with tools to positively and proactively approach her social and emotional life. In the Senior Years, we aim to inspire, challenge, and instill the confidence necessary to ensure your daughter is well equipped to thrive in her adult life. Our Year 10, 11, and 12 girls are getting ready for the world outside secondary schooling. They move from Middle School to our Peter Phillips Senior School complex with our state-of-the-art, university-style KCC Lecture Theatre, just one of the facilities that prepare our girls for tertiary learning experiences. Guidance for career paths is offered through our comprehensive Careers Education program. Through the program, our girls develop the knowledge and skills they need to make informed decisions in their Senior Phase of Learning and life beyond school. Recent changes to the senior assessment and tertiary entrance system are being addressed in our academic curriculum as we, and all Queensland secondary schools, prepare to move from the OP system to the Australian Tertiary Admissions Rank (ATAR) system. Our dedicated House Group teachers, specialist teachers, enrichment and learning support team, and career and pastoral counselors provide academic and emotional guidance and support.

Fintona (pronounced FIN-tona) came from a village in Northern Ireland, where Miss Hughston's mother spent her early childhood. In 1898, Fintona was moved to Burke and Victoria Roads, Camberwell, where it remained until 1936 when the move to Balwyn took place. By 1901 there were 100 pupils, and Fintona was acknowledged for its scholastic excellence and a close affiliation with the Presbyterian Church. Fintona provides a diverse and challenging academic curriculum, where girls with a wide range of abilities are supported. Our girls consistently achieve outstanding VCE and NAPLAN results, placing Fintona among the best girls' schools in Victoria and the country. We are one of only a few schools in Melbourne to offer the Primary Years Program (PYP) of the International Baccalaureate. The PYP combines the best research and practice worldwide to create a relevant, engaging, and challenging educational framework for all students. There are daily opportunities for the girls to engage in experiences encouraged to be curious and explore and interact with their environment physically, socially, and intellectually. The Junior School is equipped with large, attractive, light-filled learning spaces and landscaped garden areas designed for play and having fun. Many girls experience Fintona for the first time in the Middle School. With our specially designed transition programs and our staff's support, Fintona girls are excited by the new possibilities and opportunities. New friends make new school grounds to explore, and a challenging curriculum that will stretch each girl's ability. Many warm personal relationships develop during the girls' Middle School years. Our small class sizes contribute to our academic success and encourage close interaction and genuine collaboration between students and teachers. Middle School students enjoy their specific building, Moss House, where girls can interact during recess and lunchtime and participate in various clubs depending on their interests. Our Life Skills program allows students to learn from experts in health, drugs, emerging sexuality, relationships, cyber safety, and study skills. A Study Skills program provides strategies to guide students with organization and time management. Our Years 9 and 10 curriculum provides an intense preparation for the VCE. All students in Years 9 and 10 studies the following core subjects: English, Mathematics, Physical Education, Science, History (covering Year 9 and 10 curricula in Year 9), French, Latin, or Japanese; in Year 9, students study at least one language chosen from French, Latin or Japanese. Some students may choose to study two languages: French and Latin or French and Japanese in Year 9 and beyond. In addition to the core subjects, a broad range of semester-based electives is offered covering Visual Arts, Performing Arts, Commerce, Health and Physical Education, and Humanities. Our unique Connections Program is offered in Year 9, specifically designed to allow students to develop greater awareness of themselves and their community. We also offer an accelerated program in Mathematics and Science to students who demonstrate high ability in these subjects. In Year 10, students choose from several electives, including Visual Arts, Performing Arts, Commerce, Health and Physical Education, Humanities, and Digital Technology. Advice is continually available to assist students through subject selection based on each girl's strengths. All year ten students undertake a work experience placement. In VCE, students can select from a broad range of subjects across the spectrum of disciplines. Subject selection is discussed with the VCE Co-ordinator and the Careers Counsellor to ensure that the subjects chose to reflect each girl's capabilities. In addition to choosing their preferred subjects, students can choose first-year university subjects. After their studies, all Year 11 and 12 students seek university places and gain entry into the university course of their choice. Year 11 and 12 girls each have a VCE Common Room where they learn to take collective responsibility and have opportunities to form close bonds with the whole year level.

As a large, oversubscribed, and inclusive 11-18 girls' school in the heart of London, Central Foundation Girls’ School is an exciting place to work and learn. Visitors often comment on the happy atmosphere of the school, and we take pride in our community spirit. In the words of Ofsted, October 2016 ‘School leaders have created a nurturing community that sees every pupil as unique and offers each a bespoke program so that they can excel. Diversity is celebrated and opportunities abound. Leaders challenge pupils to excel in every aspect of their lives, academically, physically, socially, and emotionally, within a supportive and extremely safe environment. Central girls not only work together, but they also delight in the achievement of others as well as their own. Our results demonstrate that we are consistently improving, with students achieving high grades each year at GCSE and in Post-16 studies. Our results place the school amongst some of the top providers in the country for attainment and progress at both GCSE and 6th form studies. The energy, determination, and professionalism of the teaching and support staff, who strive to provide the students with the opportunities to succeed and to become well-educated and confident young women, is a major factor in the school’s achievements to date. At Central Foundation Girls’ School we: Transform lives through our high expectations and high standards for all. Challenge and support each other to excel through our passion for learning. Value all members of our community and celebrate success. Empower ourselves to be a positive, creative, innovative, and inspirational community. We are keenly aware that tradition alone is not enough. While we are rightly proud of our heritage, we must always keep pace with the modern, changing world. Our aim of ‘Educating Tomorrow’s Women’ is central to the way we perceive our role. The keywords of our vision statement underpin our ethos. The education we provide at Central Foundation Girls’ School transforms our student lives opening huge doors of opportunity. We expect our students to be active participants on this journey. As a rights-respecting school, we value every individual and insist that every member of the school community models rights and respect in their relationships with others. ‘Challenge’ is a key part of life at Central, coupled with good support our students are challenged to push the boundaries of their achievements challenged to contribute challenged to excel. We expect our students to be role models in all that they do. Every student at Central Foundation is unique, so valuing and celebrating our diversity is central to the school ethos. Our vision statement and ethos mean that all our girls are empowered to be the best they can be in every area of their lives. We want our students to learn how to find out what’s going on in the world, how to have a say, and how to make a difference. To provide real experiences of that, we are working to help the school council become more effective. We have also trained students to research aspects of school life and inform the school management of their findings and concerns. Student Leadership opportunities exist across the curriculum from Year 7 through to the Head Girl and Student Ambassadors in the Sixth Form. We expect all our students to show respect for the environment and other people. We expect them to develop courtesy as well as their ability to care for others and to take every opportunity to participate in making the world a better place. The curriculum offer is broad and balanced and provides all students with the opportunity to study a range of subjects. Our curriculum offer takes into account the needs of students and offers opportunities for both academic and vocational pathways, ensuring that all students have clear progression routes to GCSE (Level 2) and ‘A’ Level (Level 3) courses. We welcome students from all religions and all cultural backgrounds. As a Rights Respecting School, we provide a safe and stimulating learning environment in which every student values her education and makes the most of every opportunity so that she can fulfill her potential. We provide support for students who have been identified as having Speech and Language difficulties and may struggle with expressing themselves and/or understanding and processing language. These pupils are placed in groups and taught a wide range of skills, e.g. structuring sentences, improving memory, expanding vocabulary, or using spoken and nonverbal communication to interact socially. We are committed to ensuring that all students achieve their full potential by removing barriers to learning and participation in the classroom. When necessary we also make referrals for more detailed assessments to the Speech and Language therapist. We carry out thorough assessments of students who struggle to acquire literacy and numeracy skills. Following tests, we produce detailed reports describing students’ particular difficulties and listing useful strategies. We then place students on intervention programs that are tailored to their specific needs. The lists of strategies are also shared with classroom teachers so that they can produce materials students can access. We also ensure students’ needs are accommodated in controlled assessments and exams and award them extra time, a reader, a scribe, or other adjustments where necessary.

As a Hadeeth (narration) from the prophet Muhammad (Peace Be Upon Him) teaches us, “People are like treasures – just like treasures of gold and silver.” As we know, gold and silver do not simply come out of the ground ready to be made into jewelry. Much effort is spent finding the gold and extracting it from the ground. Craftsmen then labor for hours on end to turn it into something of beauty. At Eden Girls’ School, Waltham Forest our aim is simple – we want to provide the best education, opportunities, and support to enable your child to flourish and succeed. We will provide a school where high-powered learning, progress, and achievement is coupled with a commitment to wider personal progression, including the development of character and an intelligent moral, spiritual, and ethical compass. We aspire to develop learners who are outstanding human beings, active and participatory citizens, and exemplary members of their community – contributing to the development of a successful and prosperous society. The school opened in September 2014 with 150 girls in Year 7 and Year 8. This year we welcomed another 100 girls and next year our role will expand to 120 students per year group in response to local demand. Also, we will be opening a 200 place sixth form in 2018. The first few cohorts will be in a privileged and unique position to be the founding year groups in the school. Not only will they receive individualized and personalized attention, but they will also be at the forefront of receiving a vast range of leadership opportunities as the founding and oldest school members – a hugely exciting opportunity for young people. Our mission, To promote a culture of educational excellence, from within a caring and secure Islamic environment enriched with the values of discipline, mutual care, and respect, which extends beyond the school into the wider community. Our mission consists of three key elements: Educational excellence A belief that everybody has the potential to succeed within a high quality and intellectually challenging educational environment. A commitment to instilling high aspirations, a desire to learn, and ambition to achieve. A personalized approach to securing excellence, stemming from a passionate belief that each individual is unique and special and capable of rising above any perceived limitations. Character development A cohesive identity so that our students, their parents, and communities feel a strong sense of belonging to the Star “family.” A passionate focus on a values-based education that instills honesty, integrity, compassion, and mutual respect into all our students. A strong core of tenacity, self-respect, and self-belief inspires each student to become the best person they can be.

Welcome to Harris Girls’ Academy East Dulwich. We are an outstanding school in which students achieve excellent exam results across a wide range of subject areas. Students benefit from superb facilities including modern teaching areas, state-of-the-art IT, sports hall, health science suite, and a sixth form center. We believe that our responsibility is to offer excellent provision that meets the needs of all those with whom we work. We are proud to be an inclusive, multi-cultural community providing inspiration and vibrancy, safety, and support. Our vision is to develop students with character, commitment, courage, and conscience, who become academically and personally successful and lead in their community and beyond. Our motto is “Aspire, Learn, Succeed”. This means that we look for every member of our community to be keen to learn, to be willing to engage, and to be successful in their time with us. We want our students to be aspirational we want them to think about what they want to do with their lives, to explore the world and think about where they fit into it, what they can get from it, and what they can offer as well. Our values: Fairness. Relationships. Authenticity. Generosity. Happiness. As part of the Harris Federation, we have strong values which help to define our culture and how we do things. Our commitment to academic excellence, our determination to maintain strong values and to uphold the highest standards of behavior, and our care and support of our students are all embedded. Our curriculum continues to develop in breadth and rigor. For the vast majority of our students, a broad curriculum offer of strong academic provision is appropriate. For a small number of students, there is support available for a more refined range of options, including vocational routes as appropriate to the needs of individual students. Our approach to learning enables students to see the relevance of their learning and experiences to the wider world. We try to give students as many different experiences and opportunities as we can – to broaden their horizons so that they begin to understand and engage with different cultures, ideas and countries. We offer a wide range of activities and trips beyond the classroom each year and regularly survey students to ensure we are providing for their needs and their requests. Also, our specialisms are a vibrant and fundamental part of our academy life and we participate regularly in Federation activities, our students working in collaboration with other high-attaining academies and enjoying a close relationship with our partner boys’ school. We want our students to become thoughtful, caring, resilient young women whose aims are high, who believe in the importance of being life-long learners, who are equipped to lead their generation, who recognize that anything is possible, and who always strive to achieve their personal best. We encourage them to be studious, articulate, and innovative team players who can adapt effectively to the many roles life will demand of them both now and in the future. We hope that each of our students will leave the academy with genuine choices available to them. We believe that further education is a natural and immediate next step for most students but whatever each young person decides to do, we want them to be equipped to be excellent in it. Our growing sixth form works in close partnership with Harris Boys’ Academy East Dulwich and federation with the Harris Sixth Form, which has Harris Westminster as part of its expanding provision, meaning that we can offer a top-class educational experience to every student, including our very highest attainers who are aiming for Oxbridge places. We offer a broad and balanced curriculum throughout the academy, providing students with a wide range of subjects. Our Key Stage 3 provision is largely covered during years 7 and 8 with many subjects commencing GCSE courses at the beginning of, or during, year 9. Other than the RE and non-Science component of Sex Education, all National Curriculum subjects are statutory and we cannot allow withdrawal based on religious grounds. We offer our first set of options to students during Year 8 in readiness for them to commence their GCSE studies in Year 9. We offer a wide range of options to students and then commit to run the most heavily selected courses, aiming to give as many students as possible their first choices. Sometimes this leads to double groups in some subjects.

In choosing a secondary school for your daughter, we know that you will be looking for one where she will be happy, where she will be learning in a community with high expectations, and where she will receive the best education possible. We work extremely hard to ensure that this kind of environment exists. As a Catholic school, we exist primarily to assist our pupils in their faith journey and to help each pupil achieve their potential. We consider close co-operation with parents to be vital and hope that if your daughter does join us you will work in partnership with us and take advantage of any opportunity for contact and discussion with us. We aim to ensure that all aspects of school life reflect the school's distinctive Catholic ethos and that each girl is given equality of opportunity to achieve her full potential - spiritually, academically, and socially. As a Catholic School, the Curriculum at Notre Dame is inspired by the teachings of the Gospel, taking into account the requirements of the Department For Education, Local Authority, and the Catholic Diocese of Southwark. At Notre Dame, we endeavor to ensure that all pupils have access to the Curriculum. The work is planned to take into account progression and continuity. We are opposed to any form of discrimination on grounds of race, gender, ability, or disability. Religious Education is at the heart of our Curriculum. It is rooted in three aspects: teaching, worship, and moral values. At Notre Dame, we aim to motivate and challenge each pupil to reach their potential. Our work is be based on the National Curriculum, the Core, and the Foundation Subjects. In delivering the Curriculum, we realize that it is essential for each child to experience different methods of learning through the effective use of a range of printed and practical materials including the use of ICT. Some of these learning skills are addressed through a whole class approach / small groups, and individual work. Within the class, our children are grouped according to their abilities, with work differentiated to meet all pupils' talents, skills, and abilities. Children study all subjects in the National Curriculum. These include Mathematics, Literacy, Science, ICT (Information and technology skills), History, Geography, Art, Design Technology, Music, Physical Education, Religious Education and Personal, Social and Health Education combined with Citizenship. Wherever possible, children are encouraged to explore thematic links between curriculum areas. Every year Notre Dame is amongst the highest achieving schools in Southwark in the percentage of its students gaining 5+ A* - C grades in the GCSE exams and for Attainment and Progress 8. It is one of the leading schools in Central London. To enable students to achieve their full academic potential they are tested after they have been accepted for a place in the School and grouped into two broad bands of ability. In Year 7 they are taught in mixed ability groups within these bands and from Year 8 onwards they are placed within the bands into ability sets for each different subject. Pupils' learning in key stage 3 is just as important as their learning in key stage 4. Pupils are offered a choice of four different pathways. In some subjects, pupils start preparing for their GCSE exams in year 9. To provide a curriculum that enables all students to become successful learners who enjoy learning, make progress and achieve confident individuals who can live safe, healthy, and fulfilling lives and responsible citizens who make a positive contribution to society. To provide a balanced and broadly based curriculum that promotes the spiritual, moral, cultural, mental, and physical development of students at school and within society and prepares learners for the opportunities, responsibilities, and experiences of adult life.

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.

Despite many changes and challenges Coloma continues to grow and deliver excellence in education. Whilst academic results are outstanding, life at Coloma is about much more than success in the classroom. There is a wide range of extra-curricular and service-related activities. These develop specific skills but equally importantly build up values and friendships that girls leaving Coloma to take with them for the rest of their lives. Although in many ways Coloma is a very formal and traditional school it equally does not standstill. Facilities are constantly being updated and teachers at the school are always looking for new and innovative ways of including technology within their lessons. We are proud of our Comprehensive intake and although results are comparable and sometimes better than similarly sized grammar schools what is important is that every girl fulfills her potential, works hard, and does her best. There is a well-developed pastoral system and developing community links that recognize the school’s importance both within the Catholic and local communities. The recently completed Jubilee Centre, the 3G Floodlight all-weather pitch, and the Winton House Performing arts Centre have already expanded the range of activity on the site and support the long-standing successes in charity fundraising and community service activities. In 2010 the Guardian recognized Coloma as being the best Girls’ Comprehensive school in the country. This is what we believe in and will continue to strive to achieve and maintain but we will also reach out to others, for example, to help other schools and their staff and pupils achieve similar success. Partnerships with The Good Shepherd RC Primary School and the current sponsorship of The Quest Academy – Coloma Trust and The Archbishop Lanfranc Academy – Coloma Trust are striking examples of Coloma’s outreach intentions. As we look forward we continue to keep all that is good of the old and develop the best of the new. Standing still is not an option. We stride forward into the future with great confidence knowing that the standards and values that we take with us were right in the past, are still valid today, and will remain so in the future. Coloma is a community of staff, pupils, parents, and governors where each is recognized as a highly valued individual. The school aims to foster a deepening awareness of Christian faith and service alongside an understanding and tolerance of other creeds and cultures. We aim to provide an opportunity for the balanced development of the student's intellectual, emotional, physical, and spiritual qualities and to foster an appreciation of those things which add quality to life, by developing creative and artistic gifts and skills. We intend to develop the potential of all students by encouraging them to search for knowledge and truth. We seek to be a place of Christian service where all are sensitive to the needs of others where there is a determination to promote human rights and a recognition of the corresponding duties and responsibilities where a sense of justice is fostered and an awareness that all people have an equal value. We aim to work in partnership with the home and the parish, to help all members of the school community to live the Gospel values of reconciliation and forgiveness and to respond in a Christian way to the challenges of life with its joys and sorrows. Thus, it is hoped that each one will be able to achieve a loving relationship with God and all creation, to make the appropriate moral decisions, and to grow towards mature membership of the Church.

At Clapton Girls' Academy, learning is our priority. Students are encouraged to appreciate learning as a route to achieving their life aspirations which are extended and enriched by the outstanding teaching, high-quality relationships, and extensive opportunities offered by the academy. Students at Clapton Girls' Academy are safe, valued, and accepted. They develop the skills and strategies they need to shape their future and flourish as independent people in whatever areas they choose. Students become more knowledgeable and enterprising with the ability to apply their aptitudes in a range of contexts and develop personal qualities to become respectful, caring, and responsible citizens. As leaders of tomorrow, all students participate in at least one of the academy's leadership development programs. Clapton Girls' Academy participates in the coordinated admissions procedure, provided and administered by the Hackney Learning Trust, for all schools and academies in Hackney. The Hackney Learning Trust coordinates the application process on behalf of Clapton Girls' Academy according to the scheme which they publish in their annual Admissions Booklet which is following Government legislation. Clapton Girls' Academy is a community school that admits 180 students into Year 7 each September. Clapton has very successful links with the community and in particular with many primary feeder schools through the Hackney Teaching Schools Alliance. All departments at Clapton have links with primary schools with whom they work, providing many opportunities for pupils in years 5 and 6 to get to know the staff and the students before they transfer. Girls can benefit tremendously from being in a school like Clapton Girls’ Academy that provides an education uniquely tailored to their needs and development. Girls’ schools celebrate learning without social distractions, offering an environment in which girls are more likely to display their intelligence and curiosity. Students benefit from being taught by teachers who have significant experience of teaching girls and whose approaches are tailored to their needs. Girls’ schools are often able to offer a specialist level of pastoral care to their students because they understand the challenges girls face as they grow up. At Clapton Girls’ Academy, we understand their friendship dynamics, their preoccupations, and their ambitions. This close understanding means that we can give the right kind of support to our students, creating a safe, supportive environment in which girls feel comfortable asking questions and taking risks. We recognize our moral and statutory responsibility to safeguard and promote the welfare of all students. We endeavor to provide a safe and welcoming environment where students are respected and valued. We are alert to the signs of abuse and neglect and follow our procedures to ensure that students receive effective support, protection, and justice. Child protection reporting and systems, form part of the school’s safeguarding responsibilities. All staff receive annual Child Protection and Safeguarding update training and are aware of the procedures for passing on concerns within the academy. If any members of the school or local community have concerns about the welfare of a child in the school, please pass them on to the safeguarding team. Clapton Girls’ Academy’s key priorities of ‘Progress, Wellbeing and Teamwork’ and four core values of compassion, ambition, integrity, and resilience drive our vision for curriculum provision and delivery. Our broad and balanced curriculum aspires to respond to the local and national agenda both intelligently and creatively to ensure all our students receive a high-quality learning experience at all times. We believe that to access a broad and balanced curriculum, all students need to be confident and proficient in the basic skills of Reading, Writing, Communication, and Mathematics, and these are given the highest priority at all times. We believe firmly that a student’s progress is what ultimately leads to their achievement. We consider it critical that equal opportunities and fundamental British Values are promoted and realized at all levels of curriculum provision and that this is integral to outstanding practice. Whilst we provide individual and small group withdrawal support where necessary, our curriculum celebrates inclusion at all times and we firmly believe that our diversity as an academy ultimately enriches and enhances our curriculum for the benefit of all. The academy curriculum extends to a wide range of extra-curricular opportunities. All students have access to and are actively encouraged to take part in an extensive program, which seeks to extend their learning and widen their life experiences. The academy uses its Pupil Premium and other avenues of funding to ensure that all groups of students can access these activities. Positive behavior which maximizes learning is expected at all times. Clapton Girls' Academy has a 15 point Behaviour Code to help maintain positive behavior for learning.

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.

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.