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Welcome to the National Evangelical Institute for Girls and Boys (NEIGB). Founded in 1862 by American missionaries, NEIGB is an Evangelical School affiliated with the National Evangelical Synod of Syria and Lebanon. The School is accredited by the Lebanese government and is also the U.S. accredited, university preparatory school, committed to providing educational excellence through standards-based Lebanese curriculum leading to the Baccalaureate Certificate, and a standard-based, internationally enriched American curriculum leading to a High School Diploma, altogether serving a student body of around 1700. The National Evangelical Institute for Girls and Boys has long been recognized as one of the leading, non-profit schools in Lebanon. We are proud of this School’s glorious history and of the legacy it has built-in Lebanon for the past 156 years. If admission to this School is your aim, we look forward to welcoming you soon to our community of learners. The National Evangelical Institute for Girls and Boys is a student-centered school where the focus is on learning it is a school where the feeling of community is real, and where children learn and develop in a friendly, nurturing, creative and safe environment, supported by highly qualified and dedicated faculty and staff. National Evangelical Institute for Girls & Boys prepares students to become positive and active global citizens by fostering educational excellence, promoting a sense of understanding and compassion for others, and stressing the moral, intellectual, social, emotional, and physical development of each student. NEIGB is a school community where learning is: Student-centered. Technology-driven. Data and evidence-based. Engaging and team-oriented. Extended beyond school walls. Creative, challenging, and empowering. Sustained by value-driven practices. Core Values (RICH) Responsibility. Integrity. Compassion. Honesty. Global competitiveness is what National Evangelical Institute for Girls and Boys (NEIGB) is all about. Not only does the school seek to attain excellence in education, but it also seeks to enrich its students’ cognitive, psychomotor, and affective skills and to thoroughly pursue their development and growth. The school offers top-quality educational programs to students of different backgrounds. It also addresses various learning styles by developing students’ academic aptitudes, social skills, and character building. Besides, the multi-cultural school community contributes to the cultivation of this awareness. NEIGB offers two educational systems: The Lebanese system leading to the official Secondary III Baccalaureate and BT3 certificates, and The American system, leading to the completion of the 12th-grade program of study and issuance of the high school diploma. The American High School curriculum is based on the “American Core Curriculum”, which leads to admission to both private Lebanese universities and/or colleges and universities abroad. MAP is used in Cycles I and II to measure students’ academic progress, while TOEFL and SAT are taught and utilized at the secondary level to prepare students for college and university admission. The School also supports students who find it hard to manage the core requirements by offering students with special needs a sub-curriculum that allows them to cope with the main curriculum fundamentals. The School’s teaching philosophy revolves around the principle of active learning. This empowers our students who are enrolled in the American System to experience countless skills and to invest their knowledge in life issues. Our teachers utilize teaching material and subjects vertically and horizontally, using different means to engage learners verbally, individually, via research projects, community service, and group work. In 2012, National Evangelical Institute for Girls and Boys celebrated the School’s 150th anniversary of its foundation in 1862 as one of the oldest educational institutions in the region. This great success story can be traced to the vision of the early American founders of Sidon Evangelical School for Girls and Gerard Institute for Boys. The Sidon Evangelical School for Girls (SESG) played a pioneering role in the education of women in the Middle East. The School started in a single house in old Sidon in 1862 before relocating in 1924 to its current and beautiful campus in the Greater Sidon City suburban town of Al Hara. The campus’s new construction included independent buildings and cottages. The buildings housed classrooms, an assembly area, a modern kitchen, a library, a sewing room, and laboratories. At that time, the school adopted Home Economics and Children Care curricula to prepare girls to become mothers and housewives. The cottages provided a caring family environment where girls lived under the guidance of caring and loving cottage mothers. Parallel to the founding of the Sidon School for Girls, a school for boys was also founded by the early missionaries in a leased house in 1881. Despite numerous challenges and governmental regulations, American missionaries Rev. William Eddy and Dr. George Ford successfully led the march to establish the school which has become one of the educational pillars in the city of Sidon. In 1884, the School moved to its new location in the Greater Sidon suburban town of Miyeh w Miyeh and was named Gerard Institute. By 1904, Gerard Institute had become a pioneering school that offered both academic and technical training. The academic division offered regular courses under the direction of Dr. Ford, while the technical division offered training in carpentry, blacksmithing, sewing, shoemaking, and construction, and was directed by Rev. William Eddy. Hence, the Arabic name of the school “Madrasat Al Fonoon”, which means “the School of Arts”, became the institution’s new name in Arabic. Sidon Evangelical School for Girls and Gerard Institute for Boys were merged into one school in 1985 under the new name of National Evangelical Institute for Girls and Boys (NEIGB). Yet more than 150 years later, the School’s founding ideal remains the same. It lives in every classroom and is endorsed by teachers, staff, and administrators whose only drive is to prepare students for a world in need of intelligent, responsible, enthusiastic, honest, and compassionate leaders. View full school

Welcome to Tripoli Evangelical School for Girls and Boys due to its distinctive history since 1873. Our plan prepares our students for the future. The challenge is to be committed to greater levels of excellence by working with dedication according to the mission of the school converting every challenge into an opportunity. The academic, as well as the moral achievement of each student, is the highest priority. Strengthening the relationships among students, teachers, parents, administrators, staff, principals and connecting with T.G.S., T.B.S.,, and T.E.S. alumni as well as the community are second to none. With courage and love, T.E.S will continue to graduate students who have solid foundations to thrive in the competitive knowledge-based world they will inherit. The legacy of T.E.S. an honorable history and distinguished alumni gives a deeper sense of responsibility to aim higher. We strive to develop a holistic approach to education whereby every child is given a maximum opportunity to enrich his faith and regenerate hope to become well-educated and a positive change agent in society. We aim to create a positive environment by implementing the values of the Holy Book without any discrimination about religion, sex, ethnic origin, or color. We promote an educational philosophy that focuses on both the social and academic dimensions of every child. Our core beliefs can be summarized as follows: Creating self-respect through the promotion of freedom, responsibility, and ethical behavior. Accepting others and respecting diversity. Including peace and Human Rights education within the learning process. Promoting moral values and respect for school and societal laws. Recognizing environmental education as a key component of the educational process. Utilizing faith as a mechanism to accept others and promote their well-being. Respecting productive work and recognizing its benefit for both individual and social development. Maintaining family values as essential ingredients to preserving our culture and promoting national unity. We achieve our organizational development through strengthening leadership and professional capability, enhancing career development, and supporting organizational change. We encourage you to keep in touch with your High School to remain connected as a graduate and a member of the Alumni. View full school

The School was founded in 1860 by a British lady called Mrs. Bowen Thompson. Her husband had recently died and when she heard of the sufferings in Lebanon due to the civil strife that was present in the country during the early part of 1860, she sailed to Lebanon to try and be of some use to those people who flocked to Beirut from the mountains in search of security. One of the things she thought would be most useful was to start school. This she did and so was born the Lebanon Evangelical School for Boys and Girls. As an institution of the Lebanese Evangelical Society, we aim to maintain an educational institution that will have a special emphasis on moral and spiritual values, and which will be a center of working Christian Fellowship and witness. The development of the whole of the child’s personality is our aim. Therefore, we strive to provide opportunities for learning through shared experiences, to enable the student to learn, develop and recognize the resources within themselves to know how to deal with the pressures of today’s society and make a constructive contribution to it. LES Loueizeh has always tried to provide a secure environment for students with a wide range of academic abilities. Within this general framework, we endeavor to encourage those who find lessons difficult and, at the same time, to challenge those who find academic work easy. As far as possible we resist the temptation to ‘drop’ students for academic or disciplinary reasons unless it becomes clear that a change of school might benefit them. Students normally aim for the Lebanese Baccalaureate administered by the Department of Education and Fine Arts of the Lebanese Government. Success in that examination provides, for example, a basis for entering the first year of the Lebanese University program or the Sophomore year of an American University. The school runs a special “Foreign System” for those students who have an exemption from Arabic studies. From Class Nine, the program follows the British-based examination system of GCSEs and A levels and their International equivalents. Passing seven subjects at GCSE and three at A level usually entitles students to enter the Sophomore year of university. Students who pass the High School Certificate enter the Freshman year. Responsibility for all aspects of registration and entry procedures lies with the Principal. Entrance examinations are held towards the end of the summer term and, if there are vacancies, sometimes early in September. For those coming from outside Lebanon, special arrangements can be made. If it is wished to register a student in the School, the office of the Registrar should be contacted as early as possible. Each completed application form should be accompanied by a fee of 10,000 LL. If an entrance examination is offered to the student, there is a fee of 20,000 LL. On registration, a fee of 1,050,000 LL is required, which is part of the school fees. There is also a charge of a one-off charge Development Fee of 750,000 LL per family. This is used to further the development of the school in terms of infrastructure. An example would be the new football field or Basketball stadium. After an interview and successful completion of the entrance examination, the student can be considered for acceptance. Either during the interview or after the results of the entrance examination are known, the special ‘atmosphere’ of the School will be explained to the student and his or her parents. It is appreciated that not all students would be willing or able to benefit from this type of school and it could be irksome for some to try. Students in Lebanon are fortunate in that they have a large number of schools from which to choose. For several years the School has had state-of-the-art computer facilities not only in the Senior Section of the School but also in the Junior Section. These are always being updated and are in constant use throughout the day, including times before and after school. We are proud that our students have responded splendidly and with integrity to our policy of an ‘open’ computer room. The total number of computers available for use by students is 60. In addition, the Administration and Staff are generously supplied with computers. Within the constraints of the pressures of the Baccalaureate system, practical sessions in the laboratories are encouraged as much as possible. A laboratory assistant is about to be appointed and it is expected that this departure, together with the curriculum developments being introduced to the program by the Ministry of Education, will result in a rapid increase in the use of the laboratories. In addition to the regular PE lessons, sports are a very important aspect of the life of the School. We participate in several Athletics, Football, Basketball, Volleyball, and Table Tennis tournaments and are proud of our achievements. The School is divided into four ‘Houses’ which compete in all the above sports, providing an opportunity for all who wish to participate in these activities. The ‘Houses’ are directed by the Senior students, who thus enjoy the opportunity to prove their leadership qualities. There is normally a high level of competition in the House system. The School has a history of extra-curricular activities, of which summer camps have been a feature for many years. More recently very popular and successful ski camps have been run. Trips are arranged for various sections of the School throughout the year. There are several after-school activities taking place most days and students are encouraged to participate as much as possible. View full school

The very great Thomas Carlyle said, "Nothing builds self-confidence and self-esteem like accomplishments". In the next stage of our journey, i.e. the next five to ten years, we shall endeavor to build a strong management team, implement cutting-edge curriculum resources, and above all strive to emphasize passion towards the quality of our students’ learning experience. In our team, we shall endeavor to recruit exceptionally trained teachers who are highly qualified, knowledgeable, and experienced in differentiated teaching practice. Our school endeavors to create a learning community where the class leaders collaborate to create exciting learning opportunities they are committed to pastoral care and consistently play an active role in school life. As a small, family school this positive and personalized approach undertaken by our cohort of educationalists will encourage our students to develop a love of learning and a desire to excel in their fulfillment in the achievement of their academic potential. The English School for Girls follows the National Curriculum for England and Wales, commonly referred to as the British Curriculum. This is supplemented by lessons in the Arabic Language for all students and Islamic Studies for Islamic students. Through this curriculum, we aim to have all students make the most of their academic opportunities. Tests and IGCSE examinations are all externally set in Great Britain and students around the world all sit them on the same day. Tests are conducted in Literacy and Numeracy for Key Stages 1 and 2 and in English, Mathematics, and Science for Key Stage 3. They are internally marked by International Schools but there are very detailed and strict marking schemes issued by the examining board. Students are graded according to the National Curriculum level they achieve and these are reported to parents by the school as levels. In Years 10 and 11 students will take a range of subjects for IGCSE. These exams are externally marked and are graded on an A to G scale. Students who achieve 5 or more A to C passes are eligible to move to the next phase of their education. At ESG we will provide support in a caring, organized, and disciplined manner, encouraging each student to reach their full potential. Every child will have an equal opportunity to learn. We aim to promote amongst our students, the understanding and tolerance of any differences in ability, race, or culture. This we will achieve through a common code of moral conduct in which Islamic values are adhered to and respected. We will demonstrate, through a balanced curriculum that the academic, social, moral, personal and physical development of each student is of equal importance. Our curriculum and school philosophy aim to encourage full participation by all students. View full school

The moment the students are first welcomed to Future Bilingual School, they are encouraged to realize their capabilities. We regard each student as a trust to be treated with the utmost respect by faculty, staff, and students alike. This respect establishes a strong foundation within each student’s journey designed to help provide the knowledge, skills, and self-assurance they will require to meet the goals of the educational program. Our school community will share their joys and successes in their learning environment and their community at large. Experienced and caring staff, engaging in hands-on curriculum, and personalized approaches to learning will all contribute to the ultimate successes of our students. FBS staff is committed to promoting self-confidence in every child by respecting their individuality and providing a safe and loving family environment in which children reach their potential as learners. Our program is based on the firm belief that subject area skills and concepts acquired in one language can be transferred when a child acquires a second language. We provide instruction in the core areas of English Language, Arts, Mathematics, Science, and Social Studies. It is enhanced by courses in Computer, Art, Physical Education and Library, combined with Arabic, Islamic Studies and Arabic Social Studies curriculum required by the Kuwait Ministry of Education. At Future Bilingual School, we educate students in a caring, organized and disciplined manner, encouraging our students to reach their full potential. Every child will have an equal opportunity to learn. While respecting the importance of their Islamic and Kuwaiti culture, we aim to empower and prepare our students with the skills needed to contribute to and be successful in a global society. This is achieved through both class and school enrichment activities. We shall demonstrate that the overall development of each student is essential. Our curriculum aims to encourage all students to participate. We believe that a partnership between students, teachers, administration, and parents will enable all individuals to become valued members of the school community, and global society. At Future Bilingual School, we strive to educate and promote cultural awareness for our predominately regional students in a safe, nurturing, and active environment where students are encouraged to become responsible, independent, life-long learners. We will develop students’ capacity to become productive and ethical citizens in Kuwait and within the world community. FBS/FBSG is a private boys/girls school that delivers an American Standards-based curriculum. In education, the term standards-based refers to systems of instruction, assessment, grading, and academic reporting that are based on students demonstrating understanding or mastery of the knowledge and skills they are expected to learn as they progress through their education.” The Glossary of Education Reform". Our school’s guiding statements are firmly embedded in our curriculum, teaching, and learning. The focus of our curriculum is to create opportunities for teachers and staff to maximize each student’s potential. Every child will have an equal opportunity to learn. We will demonstrate that the holistic development of each student is essential. Our curriculum aims to encourage all students to participate, develop their potential through a 21st-century thinking environment, and thereby become responsible global citizens. View full school

The American Academy for Girls is part of the Al-Jeel Al-Jadeed Educational Institute founded in 1964. The institute began with one school, the Al-Jeel Al-Jadeed School in Hawally, and was later joined by the Nasser School in Salmiya in 1969. These two schools were joined in 1993 by The English Academy in Jabriya, the first school in Kuwait to take the title ‘Academy’. Following the founding of these three schools, the board then turned its attention to a very different and very exciting project, the proposal being to establish a school based on the American educational system, to help the young women of Kuwait achieve their true educational potential. This was the birth of the American Academy for Girls, a truly proud moment. AAG was awarded dual accreditation by the European Council of International Schools (ECIS) and the Middle States Association of Colleges and Schools (MSA) in the year 2001. It was a major accomplishment for a school so young to be awarded dual accreditation only six short years after its inception. The Al-Jeel Al-Jadeed Educational Institute continues to be a pioneering spirit in educational initiatives in Kuwait, a reputation the board is extremely proud to have and maintain. The American Academy for Girls is a private, single-gender school, which provides an American-style education crafted to meet Kuwait educational requirements and encourages students in their pursuit of academic excellence. AAG’s high-quality and integrated early childhood program provides a safe and nurturing environment while promoting the physical, social, emotional, and intellectual development of young children. It is designed to foster our young students a lifelong love of learning. We strongly believe that all children should be allowed to experience the very best possible start to their education. Through various developmentally appropriate activities, we will help to ensure that your daughter enjoys her learning environment and continues to flourish during her school years in the future and beyond. The Early Childhood Education Department consists of three divisions: Pre-KG, KG1, and KG2. English Language Arts, Math, Health Education, Social Studies, Science, Arabic, and Islamic Religion are all the subjects taught in the department. The Common Core States Standards (CCSS) are used for English and Math. The American Educators Reach Out (AERO) standards are used for Science and Social Studies. Specialty teachers instruct the students in Library, Physical Education (PE), Art, and Music. View full school

A school like Riebeek is a place of dreams. When the girls walk through the school gate, they bring with them hopes and goals. These dreams are nurtured by a passionate staff, dynamic leadership, and a full program. Dream making is evident in the hostel offering week-day accommodation, packages for exam times, and a daycare facility the appointment of sports co-ordinator, Mr. Selwyn Seale, and intern, Miss Olwethu Mxoli, Riebeek Old Girl, and a News24 Mandela of the Future a Staff Development Seminar by Mr. August and Dr. Ally of NMU, along with Riebeek’s consulting psychologist, on Cultural Competence and Sensitivity Empowerment and the Class of 2018’s 100% pass rate: Sinovuyo Madlavu, Kyla Van Deventer and Valentina Longari realized their dreams when they were awarded 6 distinctions each. Riebeek’s mission statement has proved timeless: “To prepare our learners to meet the challenges of a changing world by providing relevant education of a high standard and instilling sound values in a stimulating and happy environment.” Eleanor Roosevelt said, “The future belongs to those who believe in the beauty of their dreams.” The school has beautiful dreams and a wonderful future because, when a million dreams converge on the school each year, Riebeek embraces the opportunities to design the world according to the dreams of the girls who pass through her doors. Since 1877, Riebeek prides itself as being the maker of designer dreams. Tucked away in the Eastern Cape town of Uitenhage is the much-acclaimed educational gem: Riebeek College Girls’ High School. Here, steeped in tradition, the busy bees of Riebeek, for the bee is our emblem, create a hive of activity. Girls ranging in ages from the enthusiastic grade 4s to our elegant matrics find themselves involved and committed. Riebeek is equal to the best. A fee-paying school, with a boarding facility for weekly boarders, and a day-boarding package, Riebeek provides parents with a safe, supervised environment for their treasured daughters. Racial and religious tolerance, compassion, and charity are entrenched. The carefully designed Pocket Code of Conduct is underwritten by principles that are rooted in morality and spiritual fruitfulness. Riebeek nurtures and cares. Riebeek is famed for its award-winning choir. Competing in the advanced category, they win golds at national choir competitions. In 2014, a group of our girls featured Johnny Clegg on Top Billing, having won a national song and dance competition. In 2015, Riebeek featured in the top 25 schools in South Africa in the Fairlady survey. Professor Jansen in the national press praised the school in June 2015 and followed this up later by identifying Riebeek as a top SA school in terms of combining character building and academic excellence. Many of the staff are Old Girls, proving the faith they have in the unique education offered by our Alma Mater. The school continues to offer future generations what is truly best about the past while adapting to changing times. The Riebeek ladies walk in integrity with an attitude of gratitude while displaying a passion for tolerance, mental and physical energy, and knowledge. Our buzzing calendar exudes passion for play, compassion for charity, a craze for cultural activities, and a love of learning. Founded in 1877, this progressive school provides a holistic education in a happy, safe, and stimulating environment to ensure that every learner is equipped to face the challenges of a changing world. The school has convenient, caring boarding and aftercare facilities. As the first public school in South Africa to vote to open its doors to all races, the school appreciates the diversity of the Riebeek family. Matriculants are perfectly prepared to enter tertiary institutions with the skills and work ethic to succeed. As an all-girls school with Grade 4 to 12 occupying the same building, we have the opportunity to mold, over a school career, ladies who can contribute positively to society: “To seek the good in others and always do our best”, as our school song indicates. The Consumer Studies Lab has new stoves and practicals are exciting for the Consumer Studies girls as it is a chance to be the first ones to use the new stoves new lighting system installed at Riebeek includes the replacement of all the on-stage lighting with led lighting and all the power supplies to the lights. Also, the installation of new DMX cables, dimmer packs, and 2 multibank lighting consoles in the lighting box to control everything. Rock the Hage donated some of the equipment with proceeds from the Rock the Hage show held at the school earlier this year. John V karaoke supplied the balance of equipment, with Craig Schady installing the cabling. The new lighting rig will certainly provide a suitable challenge to girls involved in technical aspects of staged events at school. We will certainly be able to enhance the visual aspects of all our stage productions at school tenfold. The Guitar and Singing workshops have proceeded very well this year with our newly equipped music room courtesy of the Kim Clement foundation. View full school

St Andrew’s is an independent girls' school in South Africa dedicated to the development of girls into grounded, accomplished, and confident young women who leave the school well and truly ‘Skilled for Life’ and ready to lead. Situated in Senderwood, Bedfordview, we offer a challenging yet imaginative education that extends well beyond the classroom. There are 4 schools on our beautiful campus including our Preschool (coeducational from 3 months to 5 years) Junior School Senior School and Saturday School, uBambsiwano. St Andrew’s School for Girls and its education are benchmarked globally and locally and as such, we believe that we can compete with the best in the world based on our quality of education, staffing, facilities, value-added offerings, independent networks, and good governance. Our girls write matric examinations set by the Independent Examinations Board (IEB), giving them a school-leaving qualification that is truly world-class. Through its assessments, the IEB aims to develop young people who are life-long learners, critical users of information, have good problem-solving skills, and are creative and reflective thinkers. The IEB philosophy has an impact on how children are taught in lower grades as they must be able to apply knowledge and not just repeat it. School-leavers who have gained an IEB matric are known to fare well at university, locally, and abroad. It is worth emphasizing that South African school-leaving examinations are benchmarked against the education systems in most foreign countries where young people wish to further their studies. Our Preschool provides a warm, caring, and happy environment in which girls and boys between the ages of 3 months and 5 years can learn and play. Our classrooms and expansive play areas are the ideal settings for a skills-based learning program that enables children to explore, develop and discover within the framework of structured yet flexible daily routines. Every staff member is a qualified professional with a passion for early childhood development. They also recognize the importance of adjusting their approach to meet each child’s specific needs. Our little ones are exposed to St Andrew’s values of accountability, balance, community, grace, integrity, and trust and are encouraged to recognize and display these in their daily interactions with others. Our Junior School provides an engaging space in which girls can develop both their known talents and discover some hidden ones during various stages of their development. Apart from our focus on the academic aspects of the curriculum, girls have an abundance of co-curricular activities from which to choose, helping them feel fulfilled, happy and successful in their education. Whole-girl development is important to us and we believe we provide the space and the opportunity for our girls to enjoy a happy, productive, and successful day at school. Our guiding values of balance, integrity, grace, community, accountability, and trust are core to each child’s journey with us as they build sound foundations that will enable them to thrive and reach their full potential. Our academic program is both outcomes and skills-based and nurtures problem-solving, critical, and creative-thinking skills. We believe in whole-girl development and know that core skills such as music, art, drama, and physical education are as important as academic skills and knowledge. As a school that wholeheartedly embraces technological advancement, girls are not only encouraged to become computer literate but to actively use the technology at their disposal to access, analyze and summarise information. Through our participation in the global Eco-Schools program, the curriculum incorporates environmental education with hands-on projects like a butterfly and bird garden, tree trail, and recycling initiatives being undertaken every year. Girls learn both isiZulu and Afrikaans until they complete Grade 5, before selecting one of these as a Senior School subject. St Andrew’s has a fully-equipped therapy center run by the school psychologists and a team of highly qualified therapists who form part of the staff body. They work alongside teachers and parents to enable each child to reach her full potential. Our academic program is both challenging and varied and lives up to our motto ‘Skilled for Life’. Girls write the Independent Examinations Board’s National Senior Certificate, which affords them excellent opportunities to study at the tertiary level, locally and abroad. Technology has become an indisputable part of modern-day life and we’ve embraced it in the classroom. Tablets used by Grade 8 and 9 girls provide a blended approach to teaching while at the same time maintaining the standards of academic excellence our school has come to be known for technology and multimedia – combined with small class sizes – provide the optimal environment for full engagement. Extra lessons and academic support are available to girls who require one-on-one support to help them along in their academic journey! View full school

St John’s Diocesan School for Girls is an independent, medium-sized Anglican school situated in Pietermaritzburg. From Grade RR to Grade 12, we offer a liberal education on the foundation of a strong Christian ethos, providing a caring and value-based educational environment. St John’s D.S.G. is fondly and aptly described by our girls as a “Small School with Big Heart” and exudes a sense of intimacy and warmth. The Junior School offers one class per grade and benefits from great facilities and exceptional teaching. It is a place where our girls are nurtured and equipped with the correct tools to become happy, confident, kind, and strong young women who will go on to achieve in their higher education and beyond. The Grade RR and R girls (affectionately known as “Eaglets”) enjoy an active and balanced curriculum all within a caring and nurturing environment. They participate in a psychomotor program that links, through play, the emotional and social development of the child with their sensory-motor development. Both Grade RR and R center their learning through play, with, Grade R adding short periods of teacher-directed language and numeracy, in preparation for Grade 1. Our Eaglets thoroughly enjoy their Art and Music activities, and their participation in the annual nativity play is a highlight of the Junior School calendar. Our girls look forward to their Free Playtime where their imaginations come to life in the fantasy corner, their brains kick into gear in the cognitive zone, their creative skills come alive in the Art Room, their senses are stimulated in the outdoor sensopathic area and their gross motor skills are developed on the playground. Our school aims to stay abreast of educational trends that are of benefit to the cognitive and developmental stages of our girls by embracing 21st-century learning. Our girls are familiar with De Bono’s Six Thinking Hats, as well as Thinking Maps, which are used during lessons to assist in developing the seven C’s of 21st-century learning, namely: critical thinking (finding solutions to problems) creativity, and innovation (thinking outside the box) collaboration (working with others) character (social-emotional learning skills) culture and ethical citizenship (sharing what we value) computer and digital technologies (transforming how we learn and lead) and communication (making sense and expanding perspectives). Principles such as adopting a growth mindset, the Learning Pit, and P4C (Philosophy for Children) are used in the classroom and are applied practically. A growth mindset is vital as it teaches our girls that learning is a process and that it is alright to make mistakes. Our girls are also provided with valuable study skills which will equip them well for their secondary and even tertiary studies. Our girls are exposed to inquiry-based learning, which is a method that emphasizes the student’s role in the learning process. Rather than the teacher telling our girls what they need to know, they are encouraged to explore the material, ask questions, and share ideas. Inquiry-based learning uses different approaches to learning, including small-group discussion and guided learning. Instead of memorizing facts and material, students learn by doing. This allows them to build knowledge through exploration, experience, and discussion. Our school aims to stay abreast of educational trends that are of benefit to the cognitive and developmental stages of our girls by embracing 21st-century learning. Our girls are familiar with De Bono’s Six Thinking Hats, as well as Thinking Maps, which are used during lessons to assist in developing the seven C’s of 21st-century learning, namely: critical thinking (finding solutions to problems) creativity, and innovation (thinking outside the box) collaboration (working with others) character (social-emotional learning skills) culture and ethical citizenship (sharing what we value) computer and digital technologies (transforming how we learn and lead) and communication (making sense and expanding perspectives). Principles such as adopting a growth mindset, the Learning Pit, and P4C (Philosophy for Children) are used in the classroom and are applied practically. A growth mindset is vital as it teaches our girls that learning is a process and that it is alright to make mistakes. Our girls are also provided with valuable study skills which will equip them well for their secondary and even tertiary studies. Excellent Matric results confirm our ability to provide the tuition and encouragement necessary for all pupils to achieve their full potential. The benefits of our small classes are clearly seen in the individual attention, modern teaching methods, and spacious working conditions. We write the Matriculation examination of the Independent Examinations Board (I.E.B) and ensure that we maintain the highest academic standards. A varied and flexible range of subject choices, combined with highly qualified and dedicated teachers, ensures each girl has the opportunity to fulfill her potential. Enrichment and leadership tours are included in the curriculum and opportunities to travel overseas include exchange programs. View full school

St Mary's is a respected school, steeped in tradition and family values. School heritage, based on Christian values and an understanding of accountability and self, is at the heart of everything that we do. While we may be over 111 years old, our thoughts are innovative, our systems are progressive and our approach is modern. This allows us to focus on our vision of a brighter future for every girl at the school, where she grows into a confident and happy person. The school encourages girls to measure themselves against their performances and not those of others, thereby developing a sense of self-worth, self-respect, and self-motivation. It's about building up each girl to be the best she can be. And reminding her that her best is the best. We want our girls to feel valued and supported in their school environment, and respectful of the role that they play in our close-knit community, in society, and our country. Our motto “Service before Self and God before All” serves as a constant reminder of our roots and our responsibilities. To be the leading Christian school providing a holistic, values-based education that helps girls build character and equips them to thrive in life. We strive to be a Christian school of excellence and distinction, founded in faith and providing a holistic education of the highest standard in all spheres. St Mary’s is a place where each girl can flourish and belong – cultivating her curiosity, embracing her successes and failures, and developing the character and confidence to thrive in life. To be true to our school motto: “Service before self, God before all” When choosing between a co-ed school or a single-sex school there is much debate. Anecdotal evidence and research both indicate that there is a tremendous benefit for children in a single-sex environment. According to research, 75% say that the all-girls environment taught them that women can achieve anything. In a recent study, there were more than double the top academic results for girls in girls’ only schools than in co-ed schools. This is a pattern we see in Matric results in South Africa. Girls learn differently and the classroom environment can be customized to make the most of this. When one considers the compounding effect this has over 12 years of education, it is not surprising to see how well girls finish. From the Foundation Phase, it is apparent that girls are at different developmental phases than boys and this should be used to their advantage. They read earlier, their language skills are better and they think differently as a result. Language and vocabulary capacity play a significant role in thinking skills and conceptual development. Your daughter can benefit from being in an all-girls school that understands the differences and provides an education specifically designed to meet her needs and developmental stage. In terms of a girls’ self-development and leadership capacity, there is no doubt that seeing girls in every leadership position, fulfilling each role in teams or groups, there is a strong message that girls can do whatever they set their minds to. 93% of girls at girls' schools say they were offered greater leadership opportunities at school and 80% of girls from all-girls schools go on to hold leadership positions after school. This is far more effective in dismantling the stereotypical views of girls and women when it comes to equality and identity. Confident, stronger, and independent women emerge from a girls’ only school. They are more comfortable with themselves and focus on what matters to them, going on to study according to their interests because they have higher aspirations than, and greater motivation than, their peers at co-ed schools. St Mary’s has an excellent track record of helping its students gain places at the University of their choice. Research has shown that 98.7% of students at all-girls schools expect to earn a four-year degree after school. Girls’ schools prepare and inspire pupils with pertinent knowledge by educating them to be resilient and confident. There is no obstacle preventing girls from exploring a career in any area. 83% of girls from all girls' schools perceive themselves to be better prepared for tertiary education than their co-ed counterparts - this is supported by research that focused on their actual performance. Girls from all girls' schools are three times more likely to enter Engineering than co-ed students. To achieve their best, girls need to be challenged in the right way and be in an environment which constantly reminds them that there is enormous potential and power in being a girl. 80% of girls’ school students report most of their classes to challenge them to achieve their full academic potential View full school

Life Quest Girls Academy is a very unique boarding school for girls ages 13-18. In a safe, home-like environment we don’t just educate, we instill a life-long love of learning through individualized programs of study to help our students transition successfully into adulthood. Our non-traditional academic environment allows girls challenged by traditional school experiences to create their own unique, customized educational plan. By focusing on a curriculum geared for today’s rapidly changing world, middle school and high school students at Life Quest Girl’s Academy discover the strength to build a successful future, including obtaining employment. We structure our program to help students build a foundation of confident, disciplined, holistic living. We also welcome students in the transition from a therapeutic residential program. Many girls are not ready to return to the pressures of traditional school and home life quite yet. As is crucial for all schools for troubled girls, Life Quest teaches how to handle freedom and opportunity healthily. Whether it is academic recovery or college preparation or vocational training, we educate our students toward successful life goals. There are many private schools in the Southwest, but none have our setting in the picturesque beauty of Southern Utah. Our location allows opportunities for contemplation, focus, and also inspiration amid awe-inspiring natural wonders. This setting is a great asset to our hands-on curriculum in photography and other visual arts and plays a role in another critical component of our program — the importance of physical fitness. Here at Life Quest, we teach the importance of self-respect, and we believe a pillar of this respect is how we treat our bodies. In a world filled with damaging influences in how we think about beauty and fitness, we guide our young women toward a positive understanding of health, wellness, and fitness. The Life Quest Girl’s Academy academic program is designed for a small student body of up to 45 students, offering academic instruction for grades 6 – 12. Our academic program is based on an online independent study philosophy with one-on-one tutoring support provided by certified teachers. Offering academic recovery, GED diploma, ACT courses, and testing, AP classes, and scholarship application skills and training, our students transition from our program to college or employment. Upon enrollment, we conduct a thorough academic assessment and evaluation process. our girls are registered for age and grade-appropriate courses. At Life Quest, we maintain a minimum weekly academic standard determined by each student’s academic plan. It is amazing to watch a girl with past academic struggles soar after restoring her academic confidence and future. View full school

The Ahliyyah School for Girls was established in 1926 by the Christian Missionary Society based in England. It opened its doors with 25 students and a small number of teachers dedicated to the educational process involved in empowering the young women of Jordan. The School soon developed into an academic and cultural landmark that came to reflect the highest standards in Jordanian society. The Ahliyyah School remained faithful to national ideals while maintaining an international perspective. In 1957, the Arab Episcopal Church in Jerusalem took over the administrative responsibilities of the school, furthering its raison d’etre: to empower Jordanian women with knowledge and therefore choice. We, at the ASG and BSA, strive to provide for our students a quality education that helps them grow into empowered human beings who work on realizing their potential through being active lifelong learners reflective and critical thinkers who maintain a high degree of emotional intelligence and adopt a strong humane set of values knowledge creators initiators of change responsible and productive citizens, aware of their cultural heritage, open to diversity and capable of creating a future of their own choice. ASG and BSA's vision stems from our belief in being rational and ethical on the one hand, and being schools of soul and spirit on the other hence progressive schools that invite wisdom by all means and adopt the constructive values of work and productivity. We are alive being continuously in a process of growth. Aligning with the variety of rapid changes taking place in the 21st century, to our best knowledge and choice, we aspire to be pioneers in walking ourselves uniquely through it, with the 22nd century at the tip of our fingers. Today, as we open the doors of our learning organizations to communicate with a larger learning community, we embrace a dynamic dialectical process that will place us in the heart of the world. We believe that there are no limits to the potential abilities and human capabilities of our school family. Therefore, we believe ourselves to be a learning organization that creates and nurtures a well-balanced learning environment and takes initiative through exposing its learners to a variety of enriching experiences to enhance their individual abilities within a supportive, safe and inclusive environment in an attempt to achieve excellence. View full school

Our aim here in Belgrove Senior Girls’ School is to help each child to achieve her full potential. Together with her educational development, each child’s personal, emotional and social development is our priority. The building of each child’s self-esteem is of prime importance. We inculcate in our pupils’ good behavior patterns based on consideration, respect, and tolerance for others. We place a strong focus on fair and balanced communication as part of this behavioral model. We, as a school community, reject harmful unbalanced interactions and we insist on respect for all. This model encourages the development of empathy and assertiveness between all members of our school community. This includes not only student to student but staff to student, student to staff, staff to staff, parent to staff, and staff to parent. We aim to maintain a safe and happy environment for our pupils, with a positive atmosphere of encouragement and praise. Belgrove Senior Girls’ School first opened in our present building in 1969/70. However, the origins of our school go back quite a bit further. Our school has a dedicated and hard-working Board of Management, which meets regularly. The Board has eight members, with equal representation from the Patron, the Teaching Staff, Parents, and the wider community. Belgrove Senior Girls’ School is a Catholic Primary School operating within the rules of the Dept. of Education and Skills and under the patronage of the Archbishop of Dublin. The girls are prepared for the Sacraments of Reconciliation, First Holy Communion, and Confirmation. This year the School Staff comprises the Principal, fifteen Class Teachers, three SET teachers (Special Education Team), and visiting SET teachers which make up the remainder of GAM (General Allocation Model) hours. Currently, we have 3 full-time Special Needs Assistants, a School Secretary, a Caretaker, and a Classroom Assistant. View full school

St John the Baptist Infant Girls’ School is a Catholic Infant Girls’ School under the patronage of the Archbishop of Dublin and operating under the guidelines and rules of the Department of Education and Skills. While St John the Baptist Infant Girls’ School has a Catholic ethos, it also has due recognition for all other religions and will uphold gender equity amongst the teachers, staff, and pupils. We wish our school to be a place where the focus remains on developing the moral, spiritual, academic, social, physical, aesthetic, and cultural aspects of all our children appropriate to their young age, abilities, and aptitudes within a caring, secure and happy environment. This we envisage occurring in a lovely warm, positive atmosphere where young children are encouraged to grow, develop and achieve their full potential based on courtesy, consideration, and mutual respect. We envisage that all members of the school community would feel happy and secure in a spirit of encouragement and enthusiasm while recognizing and celebrating diversity. We envisage that each child who leaves our school will do so with a positive self-image and the confidence born of knowing right from wrong. Our school motto is Is Deas A Bheith Óg (It is nice to be young). It is our school's priority to provide a safe, happy, and stimulating place into which your child will love to come each day. We aim to provide a warm and caring environment where every child can achieve her full potential educationally, physically, socially, and emotionally. Kindness, care, and understanding of children of such a young age help us to achieve our objectives. View full school

We are proud of our academic achievement, with our results at GCSE putting us in the top 100 comprehensive schools in the country and, based on our 2016 results, the top 10 in London. This is the result of a combination of highly skilled teaching and an environment that encourages motivation, self-confidence, and risk-taking. We know that these factors mean that girls are most successful in single-gender schools. Our strapline is ‘Unlocking potential through empowerment. Our ethos is underpinned by the growth mindset: we believe that our abilities in all areas can be developed through dedication and hard work. In addition to the excellent learning relationships and empowering pastoral curriculum, the school's huge range of enrichment opportunities and out-of-hours lout-of-horses LPGS students to become confident, creative individuals. We believe that the creative and expressive arts are an essential part of all of their education, and we take delight in showcasing our students’ talents through our concerts, drama, and dance performances. LPGS has a special focus on STEM (Science, Technology, Engineering, and Maths) and students have a range of opportunities to develop through exciting projects in these areas. We want them to be well informed about global issues and to develop a sense of rights and responsibilities, enabling them to contribute to the wider community and ultimately to become achievers and leaders in our rapidly changing and frequently uncertain world. It is an exciting time for us, with improving results and the school growing and developing. In 2013/4 we were able to expand our Sixth Form accommodation and open a new Dance studio. During 2014-2016 we replaced the roof and windows on our main building. We have also joined together in a Multi-Academy Trust with Hawes Down Primary School and Clare House Primary School. We know that closer collaboration across phases of education will not only improve transition but also raise expectations and achievement in secondary school. That is also a key reason why we have set up our own Langley Park Primary School, a two-form entry school that opened in September 2016. LPGS is an outward-facing school, and we are keen to learn from our partnerships, especially the Association of State Girls’ Schools, the Schools, Students and Teachers’ network (SSAT), and our links with schools in Germany, Kenya, France, Kuwait, and Tenerife. We hold the International School Award and take pride in our own community’s diversity. LPGS has been awarded a certificate of commitment towards the Rights Respecting Schools Award. Ours is a listening school, and we know that the views of our stakeholders count. We have a strong focus on student's voices, which we are developing through our student council, through students as learning consultants, and the leadership of our sixth formers. Equally important for improving our school is the voice of the whole school community, including staff and parents. We aim to empower girls and young people to transform their lives and those of others. Our school is a happy school whose mission is to promote a love of learning. Our core beliefs are: Respect for the individual Equality of opportunity Pursuit of Excellence Contribution to the Community. LPGS is a safe, caring, supportive, and inclusive school in which academic success is guaranteed. Our curriculum and co-curriculum are designed to develop individual flair, creativity, talent, and personality, alongside a sense of belonging, commitment to community, and development of leadership skills for all. View full school

Lady Nafisa School, the only Islamic girls’ secondary school in West Drayton/Hounslow, West London. We are a small school with a big vision we aim to produce balanced, open-minded young British-Muslim women who imbibe a strong Islamic ethos and who are prepared to excel in higher education and contribute to the wider world. Ma Jadda Wajda (whoever strives will succeed) has always been our mantra. The transition from Primary to Secondary is undoubtedly marked by a mixture of excitement and apprehension. It is our priority to ensure students settle in quickly and feel at ease in their new school environment. We appreciate that students have different educational backgrounds and some may well be exposed to a subject for the first time. However, we will support and encourage all of our students to ensure that they are not overwhelmed and achieve their full potential. We have carefully designed a curriculum that aims to cater to the spiritual, intellectual, and worldly needs of the student. To this end, we have placed a strong emphasis on the study of the Arabic language the spiritual and worldly advantages of which are obvious. Moreover, the Arabic language is a wonderful vehicle for sharpening the intellectual powers and connecting the aspiring student to their Islamic heritage: it functions in much the same way as Greek and Latin did in the Liberal education once afforded children in this country. Accordingly, students will throughout their time, be exposed to Arabic daily. By immersing the students in this noblest of tongues, we hope to instill in them that love for the language that attends all those who truly live it. We have also created an integrated Islamic Studies curriculum whereby students take modules in Islamic disciplines like Seerah, ulum al Quran, hadith, fiqh, and so on and after 5 years of intensive study they graduate with an Islamic Studies Diploma. Here at LNS, we aim to produce, with the help of parents, balanced, confident, and open-minded young British-Muslim women. Moreover, we hope to provide them with an understanding of Islam that prepares them to excel in higher education and contribute to the wider world. We aim to provide an Islamic holistic approach wherein the spiritual, moral, and social values we follow are embedded in every aspect of school life. we aim to develop self-motivated learners with an enquiring attitude who aim for the highest standards in all that they do. We aim to create a stimulating and happy environment in which all learners can fulfill their potential and in which we celebrate their achievements in all areas. we aim to provide a broad and balanced curriculum in which learners can excel and exceed beyond their expectations. At Lady Nafisa School, our core values are based upon the teaching of the Holy Qur’an and the Sunnah of the Prophet Muhammad (Peace and Blessings be Upon Him). We aim to provide an education of the highest quality within the context of Sunni Islamic belief and practice. View full school

King Edward VI High School for Girls is a high-performing independent school for pupils aged 11 to 18 with the capacity to transform the lives of the bright, multi-talented girls who come here from an extraordinary range of backgrounds. Our girls achieve outstanding results, but we are about so much more than outstanding examination results and places at top universities. We provide a richly varied and exciting education in a friendly, nurturing environment. We want to fire girls’ imaginations and arouse their intellectual curiosity. We know our girls will be tomorrow’s leaders and we want to help them develop the drive and skills they will need for the world of work, together with the confidence to aim high and pursue their ambitions with determination and enthusiasm. This is a unique school the girls’ intellectual rigor, the questions they ask, the music they make, their love of sport, and the interest they demonstrate for the world around them through fundraising and community links, all demonstrate what makes King Edward VI High School for Girls distinctive. At KEHS, we aim to offer girls an education that will prepare them for their future: in further education, employment, and in their personal lives. We want girls to embrace a love of learning, develop new skills, and make friends for life in a safe and supportive environment. We want to inspire them to aim high, believe in themselves, and pursue their dreams. Hand in hand with our academic curriculum goes a vast array of extra-curricular activities to suit every taste, offering time to relax, unwind, learn new skills and meet a range of people. Aware that learning does not stop at the school gate, we offer opportunities for independent study and a wide range of exciting, educational visits in the UK and beyond, to put learning into context and broaden horizons. Our core aims are summarised in the following statements: To offer girls a distinctive, academic education in a friendly, nurturing environment. To help girls to achieve academic success, inspiring a love of learning for its own sake. To give girls the confidence to aim high and pursue their ambitions. To encourage girls to achieve a productive and healthy work/life balance. To develop independent, resilient young women. To encourage girls to broaden their horizons and to think rationally and globally, celebrating diversity. To be accessible to able girls from all backgrounds. To encourage respect for others and a sense of collective responsibility. To provide a wide range of extra-curricular activities. We are proud to be a harmonious and diverse multi-cultural school, welcoming girls from all over Birmingham and beyond. KEHS is a small, friendly, and tolerant community with good relationships underpinning everything we do. We welcome individuals with lively minds and creative ideas. We want to challenge and support girls to explore new concepts and try new things, to follow their passions, and to achieve their potential. We encourage them to take risks, be willing to make mistakes, and learn from them so that they are more resilient and ready to face the future with confidence. We are proud of the outstanding results girls achieve in public examinations and the places gained at top universities, but equally proud of girls’ prowess in sport, music, art, and drama, of the happy, convivial atmosphere, and the thriving co-curricular program. We are also proud that KEHS girls serve their local and wider communities through community service and charitable engagement. Our highly qualified teachers have a passion for their subject they are outstanding mentors, motivators, and role models for students. All are committed to providing the best teaching and learning experience possible, nurturing our girls’ enquiring minds, and inspiring a lifelong love of learning. We treat all students as individuals and aim to provide a positive environment in which we can challenge them to push themselves to their limits. Our dedicated teachers forge excellent relationships with the girls and, crucially, are always willing to discuss topics, answer questions or offer additional help through informal one-to-one meetings at recess or lunchtimes. KEHS organizes internal professional development for all staff to keep them up to date with the latest research and ideas in education. Staff members are keen to share good practice and give presentations on cutting-edge topics to small groups of their colleagues throughout the year. At KEHS, we believe extra-curricular activities are vital in developing rounded, balanced students who enrich the life of the school as well as fulfilling their academic potential. We offer myriad opportunities for girls to sample exciting experiences from Rowing, Ultimate Frisbee, and Football Club to Philosophy Society, Schools’ Challenge quizzing, and Creative Writing. Some students help to run existing clubs or even start their own, to share their interests, developing their leadership skills, and becoming role models within the school community. View full school

King Edward VI Handsworth School for Girls is an 11-18 selective girls’ school, forming part of the King Edward Foundation. The King Edward’s Foundation is responsible for the running of the five grammar schools (all of which converted to academy status on the 1st August 2011), two independent schools, and the King Edward VI Sheldon Heath Academy in the City of Birmingham. We currently have 901 pupils, 261 in the Sixth Form. We are very popular and have approximately nine applicants for every place given. We are a Performing Arts specialist college and gained High Performing School Status in 2010, as a result, our second specialism is Science. We are a busy, caring, and supportive school that values praise, enjoyment, respect, and honesty in all we do. A rich program of extracurricular provision provides chances for the girls to develop outside of the classroom, particularly in skills of confidence, teamwork, and leadership. We aim to develop young ladies who leave the school with a secure sense of identity, respect, tolerance for and understanding of difference and diversity, academic success, and as well-rounded, confident young women who are ready and able to embrace the challenges and opportunities of adult life. Our five Ofsted inspections have been outstanding, nonetheless, we are not complacent and review and plan for further development to strengthen our school. We are an ambitious and forward-thinking school, we are firm believers in Building Learning Power, a strategy pioneered by Guy Claxton, and we have spoken at national and local conferences promoting the approach. The vast majority of our lessons are graded outstanding or good. Our facilities are excellent and provide a 21st-century learning environment. Our school is built on a pleasant, enclosed campus, close to the center of Birmingham. The main building was constructed in 1911 and contains some excellent specialist teaching rooms and a beautiful Hall. Considering the selective nature of our school, academic achievement is important and we are anxious to provide our pupils with the widest possible choice within and beyond the framework of the National Curriculum. We follow a 50 period fortnight with three hour-long lessons in the morning and two in the afternoon. All our staff is well qualified and very able. All girls in KS4 take at least 11 GCSE subjects. Lower Sixth girls take four AS subjects plus AS Citizenship or Critical Thinking and Upper Sixth girls three A2 subjects in addition to General Studies or the Extended Project. We encourage each girl to participate in the life and activities of the school and we try to provide opportunities for everyone to take on real responsibilities within our community. Meaningful conversations with pupils and feedback on the curriculum are important. Academic standards are very high – in 2012 41.1% of all GCSE entries passed at A* grade and 80.3% at A*/A. At A Level 53.3% were passed at A*/A and 85.6% at A*/B. The school achieved its best contextual value-added measures for Key Stages 2 – 4 in 2012 (1031). The school features prominently in national league tables. We pride ourselves on the variety of lunchtime clubs with intellectual, social, sporting, and creative activities organized by both Staff and Sixth Form girls. We have a strong musical tradition with choirs, orchestras, and numerous instrumental lessons. Drama flourishes and we have several clubs run by the Sixth Form as well as our school production and joint ventures with King Edward VI Aston School (boys). Teams represent us in all the major sports. A contribution to the life of the School is expected from students and staff alike. We enjoy a reputation for our friendly atmosphere and our Form Tutors take a special interest in the progress and welfare of the girls in their care. Serious problems are referred to the Pupil Achievement Leaders (PALS) of each year group. It is our policy to involve parents immediately a need arises since we wish to emphasize our belief that education is a partnership between home and school. We have an experienced, talented, and committed staff. Teaching is lively and standards of preparation and marking are extremely good. We believe in offering opportunities for professional development through in-service training and opportunities for leadership and personal initiative. We are committed to the nurture and development of all those who learn here and seek to inspire all to be their best. We embrace the transformative power of education and value a love of learning and intellectual curiosity. We support all within the school to find, develop and enjoy their interests and passions. Our school offers vibrant extracurricular opportunities and participation is both valued and celebrated. We are a happy and caring school that values and takes pride in diversity and celebrates individuality. Our purpose is to develop students with empathy, understanding, and appreciation for other views and opinions. We support the girls to develop friendships that will last long beyond their time here and empower them to grow into independent, strong women who are equipped with the flexibility and moral courage to deal with the challenges of the modern world. View full school

King Edward VI Camp Hill School for Girls is a selective grammar school that aims to achieve the best for our students. We converted to academy status in 2011. In every way, the school reflects our celebrated and diverse multi-cultural population in the West Midlands. We regularly achieve top positions in the national league tables of examination results. Our last OFSTED report described the school’s provision as Outstanding. Girls are actively encouraged to acquire the understanding, knowledge, skills, qualifications, and interests that will help them find fulfillment in their future lives and careers. Our diverse and enriching school curriculum offers breadth, depth, and challenge at every key stage while catering to the needs and abilities of individual students. Teaching throughout the school encourages participation, curiosity, and creativity. Developing students’ capacity to become genuinely independent learners both inside and outside of the classroom, is embedded in our practice. Students enjoy high levels of challenge throughout all areas of their school life, yet all within a hugely supportive environment. Academic and extra-curricular enrichment underpin all aspects of the curriculum. After school lectures and seminars, in-house conferences, an extensive program of visits and trips abroad enhance the learning experiences of all students. Lunchtime and after school clubs and societies are offered to students of all ages and include art, drama, creative writing, dance, languages such as Latin and Russian, Christian Union, Islamic Society, debating, and many more, as well as a range of extracurricular sports clubs, including cricket, netball, and badminton to name just a few. The Duke of Edinburgh scheme is hugely popular, so too are community projects such as Envision. Leadership opportunities are offered throughout the school. On average 200 girls receive music tuition at school from our large team of visiting instrumental teachers. Music is intrinsic to the life of Camp Hill and all students are encouraged to contribute to the musical life of the school, whether, through Show Choir, Concert Band, Orchestra, Guitar Ensemble, Flute Choir, String Quartets or Chamber Choir – the opportunities are myriad. Students are supported in their studies through peer and subject mentoring schemes, additional consolidation and revision classes, and one-to-one tutorial support. Individual guidance is also on hand from our dedicated student learning support staff. At every stage, the girls’ well-being and progress are monitored by form tutors, subject staff, and Key Stage Coordinators while the student planners enable parents to oversee their daughters’ homework and to gain an understanding of their day-to-day commitments and learning. View full school

Founded in 1880, JCG has been at the forefront of girls’ education in Jersey for over 125 years and has a well-deserved reputation for academic excellence and service to the island community. Our students thrive on expert teaching, state-of-the-art facilities, and a vast range of extra-curricular, enrichment, and expedition activities. They are enterprising, friendly, and ambitious and they have a wonderful purpose, energy, and a sense of service to others. Our staff care and are dedicated, creative, and talented. Our exceptional academic results are a testimony to the personal and collective success of all at JCG. From here, our students go on to study at good universities, both in the United Kingdom and across the world. Each day we strive to deliver the very best educational experience for our students. This experience should deliver outstanding academic achievement and, more importantly, nurture someone who is happy, well mannered, and able to find fulfillment in one’s service to others. We want your daughter’s time at JCG to be a chapter in her life she can look back upon with happiness and pride and see how her mind and sensibility evolved to create a person capable of forging a successful and rewarding life. In short, we strive to develop her understanding of herself and the positive impact she can make on the world. A student leaving JCG at the end of her studies will enjoy life to the full, value her friendships and achieve balance in her life. She will have a thirst for knowledge and already possess a broad understanding of the cultural, historical, geographical, and scientific events and ideas which have fashioned her island and her world, and an eagerness to discover more. She will have a good range of hobbies and interests, including the Arts and sport, which she wants to pursue. She will be a rigorous and imaginative thinker. We believe that learning should be fun and exciting. We want to harness our students’ natural enthusiasm and curiosity and encourage them to ask probing questions and to reflect on their learning. The College has a tradition of encouraging students to think for themselves and with appropriate support and guidance, to take responsibility for their learning. As an academic school, our excellent GCSE and A-Level results reflect the high achievement that we expect from our students. We expect them to be the best that they can be and achieve the results that they are capable of achieving. Great emphasis is played on the importance of having a rounded education, with a balance of the Arts, Sciences and creative subjects. Innovation is a key element of our curriculum. We have a superb purpose-built Design Centre, where our students are taught Design Technology, Art, Photography, Home Economics, Textiles and Media Studies in our light, modern facilities. The College offers a wide variety of extra-curricular activities and clubs, including Drama, Big Band, orchestras, ensembles, and chamber choir. There are numerous other activities on offer at lunchtime and after school, as can be seen in our Enrichment Booklet, giving information about extra-curricular clubs and activities. The Langford Sports Centre, which we use for our Physical Education program, as well as our extra-curricular program, includes a sports hall, gym, swimming pool, dance studio, and fitness suite. JCG is well known for its excellent netball and hockey teams and many of our students represent the island in Hockey, Netball, and Athletics. Students in the 6th Form are given leadership opportunities and responsibility which will help equip them for life at university. We have a vibrant, high-achieving 6th Form, and as well as working hard to attain academic success, students are encouraged to participate and lead a variety of fundraising activities and community service, to prepare them for life beyond school. Students learn best when their emotional needs are recognized and met. Our pastoral team at College consist of the tutors, the Heads of Year, the Special Educational Needs Co-ordinator, and the school counselor. Our SENCO works with gifted and talented students as well as with those experiencing learning difficulties. A College buddying system also ensures that students new to the school are helped to settle in quickly and get involved in school life. We have a superb House system, with six Houses. This is a vertical grouping arrangement, which provides an opportunity for building friendships with students in other year groups as well as taking part in a variety of activities, including sport, Music, and Drama activities for their House. We hope that you will enjoy browsing through our website and take a look at our school publications, including our half-term Parent Briefings and our Enrichment Booklet, giving details of the extracurricular clubs and activities that are on offer at JCG. All these qualities contribute towards JCG being an excellent choice of school for your daughter’s education. Enjoy. View full school

Founded in 1989, our vision was to establish a school where students felt safe, cared for, and enjoyed learning. We sought to not only prepare our students for the academic assessments that lay ahead but equally to take a holistic view of life and place emphasis on their spiritual and moral wellbeing. We hoped to encourage our students to appreciate the gift of life and behave as model exemplars of humanity, equipped with knowledge, wisdom, and compassion. We believed then, as we do today, that to develop into well-rounded individuals, each student must experience life beyond our walls and learn about the world around them. Appreciating differences and respecting one another has always been a central theme in the school. To this end, our students take part in interfaith programs, sporting competitions, business challenges, and debating contests with other schools across the country. Rated Outstanding in all categories by Oftsed in 2017, proves that we are achieving our mission to be an overall provider of excellent education and opportunities. We aim to nurture a society of forward-thinking, conscientious young Muslim women who contribute positively and valuably to our multi-faith, multi-cultural Britain and beyond. Our mission statement encapsulates our approach to education. Providing a secure Islamic environment means a harmonious place where everybody is equal, respects one another, and is a setting that is conducive to learning. It also means we provide a holistic approach to education, supporting the personal development of each student spiritually, morally, socially, and culturally through curricular and non-curricular activities Our School provides an environment where students explore and have the freedom to develop their own identity whilst understanding that they are all equal, unique and valuable individuals each with different and valid viewpoints. We recognize that positive encouragement, appreciation, and respect lead to more contented, wholesome students which play a significant part in their ability to learn and achieve. Through the Religious Studies department, students learn about the integrity and spirituality of their faith and the importance in Islam of respect of other faiths and belief systems. Through our curricular and non-curricular activities, we aim to promote personal responsibility and accountability. Motivated by a team of dedicated and professional staff, the education offered at Islamia Girls School aims to produce mature young ladies with leadership qualities and the ability to contribute, as responsible citizens, to the well-being of our society. We want our students to leave our school with Adab, which is respect for oneself and others, a respect for elders, and a strong sense of empathy for those less fortunate. Finally, as a Muslim school, we encourage our students to always be mindful of Allah and hope that they carry this awareness into their adult lives. We try to impress upon them the importance of establishing regular prayers and maintaining a sense of awareness of a reality that is greater than themselves. The purpose of this is to try and earn the pleasure of Allah by doing good deeds, being kind to others, and caring for the needy. View full school

Hornsey School for Girls is a dynamic and exciting learning environment and learning is the norm. We are a unique school in Haringey, and therefore uniquely placed to ensure that your daughter achieves her potential. Our students are bright, articulate, and intellectually curious about the world we live in. They are committed to social justice and their interest in society is supported by a broad curriculum that allows them avenues to flourish, explore their passions, and experience the diversity of the world around them. We promote a creative approach, and we have excellent facilities for dance, drama, music, and the discipline these subjects bring to your child. Our values are rooted firmly in the community and we encourage links with local groups, businesses, and events. If you’ve seen our students perform across the borough, you will know that excellence is an expectation and this is clear in everything we do – be it the steel pans or academic endeavors. Our student exam results remain consistently above national averages and we continue to develop confident students who go on to our excellent sixth form, and beyond, with the security that only a strong education can provide. Our last Ofsted was in March 2017, with the school rated as Good in all aspects. Hornsey Sixth Form College is a center of excellence and supports all students in their chosen academic and life goals. We recognize that the world is changing and strive to give our students the EDGE. We equip everyone with the skills and knowledge to empower them to pursue their life choices. Our mission goes beyond preparing students to apply for university and ensures they are given the skills to graduate and excel in their chosen field. Our high standards, our broad and balanced academic curriculum, and our extensive learning opportunities inspire every young woman to raise her expectations and to be ambitious in exceeding her potential. The careers program at Hornsey School for Girls is committed to delivering high-quality Careers Education, Information, Advice, and Guidance (CEIAG) by ensuring students make effective and informed decisions about their future through greater self-awareness, career exploration, supported & independent career management, work-related learning & work experience and the development of employability skills. We foster a passion for learning from the moment students start school to the moment they leave. Our curriculum enables every student to acquire the knowledge, skills, and personal qualities needed to open doors to life-long opportunities and to progress to both University and work beyond. Younger students follow a core curriculum of English, Maths, Science, Humanities subjects (taught as discrete subjects), Languages, Design Technology, Sport and P.E, and Arts, including Performing Arts (taught discretely). Our intensive Accelerated Reading and Literacy Programme ensures that all girls, no matter what their ability, develop a love of literature from the beginning of their academic journey at Hornsey. All students study core and foundation subjects at GCSE, each student being guided onto an appropriate curriculum pathway which enables her to receive the individual support and challenge to be successful. We have high expectations of our students and ensure intellectual and academic rigor at every level, including an A level program for students of high aptitude in years 10 and 11 in readiness for completion in our high achieving Sixth Form. In single-sex schools, girls don’t just enjoy equal opportunities, they enjoy ALL opportunities, whether it be in the arts, sport, science, expeditions, career insights, or other extra-curricular activities. We believe there should be no limitations on your daughter’s ambitions, professional and personal. Girls acquire higher self-esteem and greater self-confidence at a girls’ school. Helping girls feel good about themselves and encouraging them to have faith in their capacity to face challenges is hugely important. With only their fellow girls in the classroom or on the sports field, girls in single-sex schools have the space in which their intellectual and physical confidence can blossom. There is tremendous freedom to be – and become – themselves and to fully explore all the education opportunities available to them. Girls’ schools also create opportunities for appropriate educational risk-taking. Girls from girls’ schools achieve higher grades at both GCSE and A-level compared to girls in co-educational (mixed) schools. Single-sex schools for girls dominate the top of the exam results league tables. Research shows that in co-ed schools boys receive more attention from teachers to the detriment of girls. Girls and boys mature at different rates. So, when it comes to learning, it makes sense to give each what they need for them to flourish. Your daughter can benefit from being in a school that recognizes these differences and provide an education geared specifically to her needs and developmental stage. Every school claims to have excellent pastoral care. What’s different about girls’ schools is that we do understand girls. We understand their friendship dynamics, their preoccupations, and occasional silliness, and that some can be timid and overly concerned with being correct. This understanding means we can give the right kind of support and create safe environments in which girls feel comfortable taking risks and asking questions. As a result, they become more resilient and sure of themselves. View full school

Our academy is a member of the Harris Federation, a group of 44 primary and secondary academies in and around London educating some 30,000 young people. The Harris Federation Teaching School Alliance enables us not only to train and develop teachers and leaders in our academies but also to do so for other schools. Each academy is led and run by its Principal and other senior leaders: we are deliberately a federation rather than a chain. What unites us is a culture that ensures the children and teenagers in our schools get an excellent education within a happy, caring, and supportive environment. As a result of this, all Harris academies so far to have been inspected by Ofsted have been rated either ‘good’ or ‘outstanding’ with the vast majority being Outstanding. Many of these academies replaced schools previously considered to have been failing. The Harris Federation has been recognized as a top performer by education researchers at the Department for Education, Sutton Trust, and Education Policy Institute as well as Watchsted and PwC. We are a not-for-profit charity created by Lord Harris of Peckham. He and his family take an active interest in every Harris academy, supporting us financially and with their time. We are a small, successful Academy in New Beckenham that has recently been judged outstanding in every category by Ofsted. The Progress 8 figure for 2017 is 1.09 and our average grade at A-Level is a grade B. This means that we are now, the most successful school in the borough of Bromley and within the top 1% of schools in the country for progress. It is with enormous pride that I introduce our incredible school and the opportunities that benefit the girls so much. As a local parent myself, I know how important the decision about which school to send your daughter to is and about the relationship of trust that begins when a parent chooses a school to educate their daughter at. This is not a relationship that is taken lightly. We have the highest expectations of the girls (and boys in the Sixth Form) and we make no excuses for that I believe that we should all practice courtesy, consideration, and cooperation and we instill this in the girls from their very first day. Our motto of ‘All Can: We Will’ represents our belief that with our high-quality dedicated teaching and support, coupled with our academic and cultural enhancement curriculum, our girls will mature as responsible individuals who can and will succeed in their chosen paths. We are committed to building the confidence of each student, encouraging and motivating them to take full advantage of all the opportunities to learn and broaden their horizons while understanding the importance of respect and consideration to others. We believe this will enable them to make well-informed life choices beyond their school years and develop as mature and responsible members of the community. We are committed to inspiring our students to raise their aspirations, so they can achieve their very best. Our teachers, along with our Chair of Governors, are ambitious and act as positive role models for the girls. We encourage the students to participate in charitable activities both domestically and abroad, to further their experiences and understanding of our global diverse world. We are committed to strengthening our community through collaboration with parents and local activities. The learning philosophy of Commitment, Optimism, and Resilience develops learners who recognize that challenge is an opportunity, not an obstacle. We know that successful learners are committed, optimistic and resilient and our girls are. We encourage the use of the word yet, introducing strategies informed by the work of Hattie and Dweck, and have developed workshops in resilience and mindfulness. Our success at GCSE and A-Level demonstrates that we are achieving remarkable things. Progress in Maths and Sciences at GCSE level is exceptionally high and we continue our commitment to encourage our girls to study those subjects at A-Level in our Sixth Form. We will further expand teaching in STEM subjects over the coming years. We believe that the girls only have one opportunity to prepare for the challenges that will face them after they leave school and we are dedicated to ensuring that they are well prepared and will lead successful and happy lives. View full school

Conveniently located in a leafy suburb of Edgbaston with close access to the city, we provide a 21st-century education based on traditional values. We are a lively, happy, caring community in which every girl is valued as an individual: every facet of her abilities and talents is carefully considered and developed. We are a purposeful and vibrant community of girls, teachers, and support staff, providing a 21st-century education based on traditional values. We aim to provide the highest quality of education for girls at every stage of their development. This is achieved through an energetic and encouraging approach to the full education and development of each individual and by a wide commitment to the strong community at the School's heart. It is supported by abundant and excellent resources which complement good teaching and a culture of learning in all areas of the School. Schools are places of growth. We strive to provide every opportunity for this from Westbourne to the Sixth Form. We want girls to be so stimulated and challenged during their time here that they not only meet but exceed expectations. Those expectations combine the many successes of academic and extra-curricular life with high personal standards of integrity, care and commitment. We want girls to be so stimulated and challenged during their time here that they not only meet but exceed expectations. Those expectations combine the many successes of academic and extra-curricular life with high personal standards of integrity, care and commitment. We aim to provide the highest quality of education for girls at every stage of their development. We want girls to be so stimulated and challenged during their time here that they not only meet but exceed expectations. Those expectations combine the many successes of academic and extracurricular life with high personal standards of integrity, care and commitment. In a purposeful atmosphere for learning, personal and academic growth are enhanced by the richness of opportunity offered through a broad and progressive curriculum and stimulating extracurricular program. Our mission is to nurture confident, considerate, and intellectually curious young women. In a stimulating and supportive environment, each girl, from our youngest to our most senior pupil, is recognized as an individual and is encouraged to explore and develop every facet of her abilities and talents so that she leaves EHS with the academic qualifications, traditional values and social skills that will enable her to succeed in an ever-changing world. Our Aims: Inspire a life-long passion for learning, encourage a thirst for knowledge, and provide each girl with the opportunity of becoming an independent learner. Deliver education of the highest standard via a comprehensive program of study consisting of a broad and balanced core curriculum complemented and enriched by a wide variety of extra-curricular pursuits. Ensure that every girl gains not only academic qualifications but also the social and technical skills needed for living and working in an ever-changing world and develops values and interests which will enrich her life and enable her to make a valuable contribution to the school and the wider community. Provide a caring pastoral system, which supports mental health and wellbeing, enabling every girl to grow in stature and confidence, to develop her character and demonstrate her talents, and to take on roles of leadership and responsibility. Foster a strong sense of community in which girls are helped to develop a respect for religious and moral values and an appreciation of caring, respectful, and tolerant attitudes which will enable them to live in harmony with all members of society. Edgbaston High School is a lively, happy, caring community in which every girl is valued as an individual and in which she is given full encouragement from an outstandingly united and committed Staff. Every facet of her abilities and talents is carefully considered and developed. In a purposeful atmosphere for learning, personal and academic growth are enhanced by the richness of opportunity offered through a broad and progressive curriculum and stimulating extracurricular program. Pastoral care is an integral part of every aspect of school life and works hand in hand with academic success. Edgbaston High School prides itself on achieving extremely good examination results for all of our students in a very broad range of subjects, ranging from English Literature and Further Mathematics to Design and Technology, Textiles and Sociology. Every girl at EHS is valued for their talents and abilities and this is reflected in the varied destinations of our leavers. Every year girls go on to a variety of prestigious academic institutions and higher education courses. View full school