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Park House English School was founded in 1994 and is one of the oldest and most prestigious British schools in Qatar. The school was set up and run by the Brennan family until 2015 when it became part of the International School Partnership group of schools. We are firmly committed to putting the best interests of our children at the heart of everything we do, including your child’s personal and academic development. We are proud to say we have a truly international community at Park House. Our children and families come from over 70 different countries which help pupils develop their international mindedness and respect for cultural diversity. Many of our pupils will make lifelong friendships with children from other countries and backgrounds. One of the strengths of the school is making sure the pupils are fully prepared and competent to meet the challenges of life in a dynamic world where change is the norm. There is no doubt that the teachers and other classroom-based staff are the most important ingredient in a child’s success at school. Our teachers are carefully selected to ensure they are highly trained and have significant experience in delivering the various curricula we offer at the school. Our teachers undergo professional development to ensure they are providing the best experiences in the classrooms. We value the development of our children outside the classroom and have a whole range of extra-curricular activities for pupils to develop their sporting and non-sporting interests. We have several well-developed programs including the Duke of Edinburgh International Award and Model United Nations. Evolution Sports run a paid activities program on school premises which is accessible by our pupils. Park House English School aims to be a caring and kind place where students can learn academically, morally, and socially. We aim to give each pupil a happy education that equips them with the skills to become independent, lifelong learners, and successful global citizens. Every Park House pupil will be motivated, challenged, and enthusiastic about their learning. They will take pride in their work, have pride in their school, and take responsibility for their learning. This will enable them to achieve success and reach their full potential. Park House English School is such an exciting school with so much to offer your child. Outstanding staff will be committed to ensuring every child develops a love of learning and acquires the skills and knowledge they need for the future. As part of the International Schools Partnership, we are committed to providing children with “amazing learning”. View full school

Selwyn House School is a leading New Zealand Girls’ school for Years 1-8. Selwyn House School was founded in 1929 and is the only South Island Girl’s Primary School offering the International Baccalaureate Primary Year Programme. Selwyn House School offers an exceptional opportunity for girls from age three through to their graduation at the end of Year 8 to grow and learn in a stimulating and nurturing environment. As an International Baccalaureate World School teaching the Primary Years Programme, our focus is on developing globally-minded learners and leaders. Together with each family, our teachers work to ensure we inspire all our girls to love and be committed to learning as they develop their unique way of being ‘remarkable’. To achieve this we actively encourage the girls to think about what sort of person they want to be, what sort of life they want to lead, and what they are prepared to stand up and fight for. We believe in the strength of tradition, the promise of the future, and the power of education and inspiration to equip our young people to face our continually changing world with confidence and enthusiasm. Our students stand out amongst their peers. They are articulate and determined young women who have the values, skills, and attributes needed to not only achieve their goals but to make a difference in their communities. To be the pre-eminent educational community developing globally-minded learners and leaders. We inspire our students to learn through continuous inquiry, empowering them with the skills, knowledge, courage, and optimism to become caring, active, lifelong learners who enhance the lives of others. Our Values are at the center of everything we do. The International Baccalaureate Organization (IB) created the IB Learner Profile as a set of attributes that all IB schools strive to develop in their students, employees, and other community members. Selwyn House has embraced the IB Learner Profile and has adopted the attributes as our school’s values. Indoor swimming pool offering swimming lessons from Pre-school age Multi-purpose astroturf field for year-round play Outdoor courts for basketball, netball, and tennis Dedicated technology hub with 3-D printers to create exciting projects A well-equipped art space with a kiln, printing press, and large areas which facilities creativity A purpose-built food technology classroom suitable for primary age girls Spacious science and robotics lab Dance studio Multipurpose library with spaces for presentations and private study. The catalog of publications both in hard copy and electronic versions are specifically chosen for the Selwyn House School girls. The Carolyn Fletcher Performing Arts Centre Each classroom is designed specifically to meet the learning needs of the year group with designated spaces for each girl’s personal belongings A vibrant Spanish language room A modern boarding house A co-educational Pre-school Authorized to deliver the Primary Years Programme (PYP) in 2008, Selwyn House is committed to providing a continuum of international education to our students. The focus from Early Childhood to Year 8 is on the total growth of the developing child, encompassing intellectual, social, physical, emotional, spiritual, and cultural needs. The International Baccalaureate (IB) PYP is an international program covering all subject areas. The program is grounded in a deeply held belief about the nature and future of international education and a firm desire to develop students who are international in their outlook. International education is dynamic and responds to ever-changing global needs. Through an exploration of concepts such as conflict resolution, communication, and understanding relationships, cultural identity, history, and responsibility (both environmental and human) we want to develop in our students an understanding that they can make a difference to their world, at both a local and global level. The IB offers a continuum of high-quality education that encourages international-mindedness and a positive attitude to learning. The IB programs are accessible to students in over 140 countries through close cooperation with the worldwide community of IB World Schools. At the heart of the program’s philosophy is a commitment to the structured, purposeful inquiry as to the vehicle for learning. Teachers and students use key questions to structure their units of inquiry. Through planning, teaching, and assessment, the five essential elements of curriculum come together meaningfully. Through the PYP, the requirements of the New Zealand Curriculum in English, Mathematics, and Science can be addressed whilst still maintaining the IB philosophy and learning. View full school

Children’s House is tucked away in a quiet residential area of Motoazabu. The School is truly a “Children’s House” where Montessori materials and furniture are sized for children. Founded and run by passionate Montessori teachers who strive to create a comfortable environment for all children. Our mission is to offer an authentic Montessori education, based on the principles, methods, and activities of Maria Montessori. Maria Montessori was born in Italy in 1870. She was one of the first female physicians. Maria Montessori innovated the Montessori approach to education which is focused on “following the interests of the child.” She believed that everyone learns differently, and at their own pace. The Montessori prepared environment can stimulate the individual interests of children. We currently offer one infant classroom, for children between the age of twelve months to thirty-six months, and one primary Montessori classroom, for children three to six years old. The day starts at 8:30 am and finishes at 3 pm. We also offer After School Care from 3 pm to 5 pm which is available upon request. The last step is to arrange a time for your child to come in and meet their new teacher. This is a great way for your child to get familiar with their new environment! View full school

Acorn House has been providing quality education for children since 1999. We are an English-speaking international association with mother-tongue highly qualified teachers, and pride ourselves on being an inclusive schooling system that supports children according to their needs. The school is also affiliated with primary schools and teacher training centers in the UK and Italy, enabling us to keep up-to-date with curriculum and standards issues. We also provide a deep immersion into the Italian school system and culture, by following a stimulating bilingual English/ Italian curriculum that is developed around both curriculum requirements. Our children attend yearly government exams, to allow families the freedom of choice amongst two different learning paths, and support any possible sudden change that parents may encounter due to international work mobility and relocation. The foundations of learning and the security of independence that we support from an early age permeate through to all levels of ability and learning for each child. We coordinate a dual curriculum program and learning activities with one another, to prepare children for their passage into the next key stage level of learning. We care for the happiness, health, and confidence of each of our students, encouraging each child to build a positive self-image. From Early Years to the end of Key Stage 3, Acorn House children are surrounded by an acre of parkland to explore and use during free play and PE lessons, as well as during science experiments and theatre rehearsals. Acorn House students are exposed to an environment that stimulates their curiosity and creativity in learning. Since 1999, an inspiring performing arts department has also been established and offered as part of the life of all AHI children. Students participate in international art awards and some of their work has been displayed at the Saatchi Gallery in London. At AHI, our classroom teaching method acknowledges the child's voice, making learning child-centered, activating children's motivation and the learning process. We like to offer them experiences that bring learning to life, during specific cross-curricular projects or by publishing children’s stories in real books and organizing Author Day, after creative literature cycles. We also encourage students belonging to upper KS2 and KS3 classes to participate in Bocconi maths games and we are proud of their results. AHI offers an innovative and dynamic learning program covering Early Years KS1, KS2, and more recently KS3. The decision to extend the work done in these first 15 years at Acorn House allowed us to cover the learning itinerary progressively and continuously from 2 to 14 years old, in line with the recent Italian National Educational Guidelines, facilitating the link with the second educational cycle. Acorn House believes that every child has a right to the best education possible. We aim to develop both intellect and character within a stimulating and challenging dual curriculum, nurturing the development of conscientious and responsible global citizens, as well as life-long learners. Respect for each other and for the world we live in are central values at Acorn House. We teach and celebrate cultural diversity and individual differences. Through our project-based curriculum, we study aspects of life and geographical features within cultures other than our own. Through fundraising, the students are encouraged to adopt an endangered animal and donate to charities supporting schools and children in developing countries. We motivate our students to “develop the core competencies which allow them to engage with the world, and help make it a more just and sustainable world. Acorn House provides a stimulating dual curriculum program of study that engages each child through study, exploration, and inquiry. We inspire our students to be critical, creative, innovative, and enterprising problem-solvers and team-workers who are communicative and literate in multiple languages. We challenge our learners to strive for their potential and excellence, achieving the “knowledge, values, skills and understanding that they will require through their lifetimes and to apply them with confidence. View full school

Highgate House School was established in 1992 in Repulse Bay for the founders’ children. In 2001, Julie Lam, a founder member, brought the philosophy of Steiner Waldorf education to Hong Kong by introducing some of the basic principles into the school and with additional groups for younger children. Following the set up of a teacher training program, the International Kindergarten Association accredited the school as a Steiner Waldorf Kindergarten in 2003. There is a recognized need amongst child development experts for pre-school education to provide a more age-appropriate curriculum. Children today, particularly in major cities, can be pushed too far beyond their capabilities and this adversely affects healthy development. Stress is often expressed through social and emotional difficulties that halt effective learning. It is a case of “Too Much, Too Soon!” *. On the other hand, research shows that children with well-developed social and emotional skills can learn better in all areas and this is the key to a happier and more successful life. we provide the time and space to be supported with relevant information and the latest insights on early childhood development. We encourage a sharing and exchange of ideas to help integrate the child’s first experience of education as a natural progression from home. Highgate House provides a stable bridge from home to the more formal environment of primary school. We are delighted to offer a library and lounge area for learning and sharing ideas on child development and parenting. We have provided this comfortable workshop space with an open plan kitchen located by the Parent and Baby/Child ‘Blossom Room’ on the ground floor. Parents are welcome to sign up for workshops, for class parent coffee mornings, or book clubs. We also have a private consultation room for appointments with parent relations staff or for counseling sessions as well as one-to-one parent workshops as required. Our team of experienced and enthusiastic staff is dedicated to providing the optimal learning environment for young children. All staff members are carefully chosen. Each has the special qualities needed to nurture and care for children. Each model love, trust, empathy, and peaceful communication. As adults, we are aware that working on our personal development is crucial and meet once a week for educational training sessions as well as gathering for both weekly class and whole school meetings. We value regular and open communication with parents and arrange group parent-teacher sessions to provide more information about the educational philosophy as well as individual consultations. View full school

Manor House International school is located in a remote urban area/community. New Cairo is a new development that was started as an expansion for residential/businesses/schools and universities to escape the crowded areas of Nasr City and Heliopolis. The existing and potential residence is a mixture of upper- to upper-middle-class families who chose to escape the congested city life for a quite well-planned housing development that exists in a pollution-free area. Manor House International School, American Division tries to provide a dynamic learning environment within a flexible framework that provides both student and teacher the opportunity to be creative and bring about the best out of both parties. The school’s curricula and instructional methods are translations and applications of the school’s vision and mission of thriving to provide a holistic learning experience and instill the basic premise of “Know Thy Self”. The majority of our stakeholders belong to middle and upper-middle socioeconomic classes. Moreover, the majority of our students and teachers are Egyptians both Christian and Muslim. Hence, the school’s cultural realm is predominantly Egyptian. However, the school safeguards rights of minority groups, such as expatriates and special needs students, within our community through providing allowances, such as accommodations for special needs students, and holidays for expatriates that aren’t mandated in the school calendar, as long as they do not conflict with our vision and direction. Manor House International School teachers and administrators are united with the cause of improving education and bringing well-educated, well-respected human beings. We don’t, solely, measure our success with student’s GPA or performance on standardized tests. Our success is mainly measured by the student’s overall well-being. Since classrooms are small and teachers get the leverage of spotting the student who is lagging, direct action is taken (whether through an action plan, or simply through talking to the student to get to the root cause of the problem and try to solve it) to ensure that no child is left behind. Students’ performance is measured based on formative and summative assessments to provide unbiased results, which allows different types of students to get the utmost benefit from the class. Manor House American School hopes to get to a point where the current elementary students can study more advanced subjects, and have more rigorous assessments when they reach high school than the current high school students. This can be accomplished through establishing a solid educational foundation within those students. A foundation that is solid enough to handle dynamic education. Parents and students are highly involved in the school’s improvement process through their physical presence within the school whether as volunteers or just to discuss new ideas and implementations that would ultimately improve the school environment. The school tries to transform every teacher and staff member to also be a counselor for both parents and students. Parents approach the school administration to find the best practices to deal with their children, both school and parents devise plans to steer students who strayed back to the path, not just within the school but even at home. Hence, the administration finds itself playing the role of the liaison between students and their parents The school thrives to provide numerous alternatives for students to find the best fit that suits them after graduation. Thus, the school is already a partner with the British University in Egypt (BUE), and the Future University in Egypt (FUE). Based on those partnerships, Manor House International School students are entitled to several privileges, such as discounts and scholarships to the top students. The launch of a diverse extracurricular program allows students to experience, experiment, and ultimately get an intimation of who they are. The program includes sports activities, such as swimming, ping pong, soccer, choreography……etc. and non-sports activities such as the book club, science club, drama club……etc. Manor House International School, American Division would ultimately want to reach the point of creating an aggregated strong community that has strong ties with a society that is actively influencing and is actively influenced by the dynamic realm of the world. The school is proud of its current efforts to reach its vision and direction and is optimistic that with the support of its stakeholders it will exert more efforts in that direction. View full school

Royal House Language School was established in September 2003. The original enrollment was 186 pupils. Now our school community has reached almost 2450 students and we continue to attract more every year. It is a school known for high academic standards and expectations and an ever-evolving curriculum that meets the demands of an ever-changing national and international community. Royal House is committed to providing distinctive high-quality education with an emphasis on each student's emotional, physical, and intellectual well-being. Each student comes to our school excited and eager to learn and it is our sincere goal to sustain that excitement and create lifelong learners through the care, support, and guidance of well-educated and dedicated teachers and staff. Through Royal House's well-rounded educational program students will have ample time and are encouraged to participate in a variety of extracurricular activities designed to inspire self-confidence and to promote healthy social interactions with their peers. We are always keeping an eye on the horizon and so, it is our mission to create a dynamic environment in which the pursuit of providing our students with the skills and confidence to become well-balanced and responsible global citizens while preserving their cultural identity and individualism will always dictate the direction and growth of our school/community. At Royal House, we strongly believe that the PARENT-STUDENT-SCHOOL link is the KEY to success! We believe that this partnership is necessary to promote the positive attitudes needed to guide and support the learning process for children. I’m always willing to discuss any comments or concerns you may have to ensure that this link remains strong. Royal House's mission is to empower children in mind, body, and spirit to be successful citizens while inspiring them to be lifelong learners. The priority of the school is to challenge children to achieve their full academic, social, emotional, behavioral, and physical potential. The school values academic excellence and believes that it is achieved by creating a warm and supportive atmosphere where each child is appreciated and respected. In Royal House School we respect our students’ individuality and different ways of learning. Our objective is to develop a child - using a well-centered approach that allows students to become self-confident, independent grown-ups. The school affirms that every child can learn and be successful. It is our philosophy and belief that children and their needs are the main concern of us all. The school follows the curriculum of the Egyptian Ministry of Education. In addition, the school sets its curriculum supplemented by books of British publishers. Students learn a strong and rigorous curriculum – English Language Arts, Arabic, Math, Science, Social Studies, and Religion (Islam or Christianity). Apart from Arabic, Religion, and Social Studies, all subjects are taught through the medium of the English language. Starting from First Primary children choose a second language either French or German. Library, Music, Art, Home Economics, Technology, and Computer classes are also offered regularly. Sports and fitness play a vital part in a student’s development. Royal House Language School offers an exhilarating range of sports activities like swimming, horseback riding, football, volleyball, basketball, handball, and table tennis. Our extracurricular program provides opportunities for students to explore their interests and hobbies. It also allows the students to build up their self-confidence, positive attitude, and social skills. Sports activities allow children to participate in a group and develop a sense of fair play and teamwork. The school offers a creative and enjoyable Summer School Program during the summer vacation for Royal House Language School students and students of other schools. The Summer Program combines academics and entertainment. It features: Swimming lessons with experienced instructors from Ahly Sporting Club English, Arabic, Math classes Quran Music Art and Crafts Horseback riding Computer Cooking Outdoor activities Our kindergarteners develop control of their behavior through the guidance and support of warm, caring, and highly qualified staff. Our teachers with a strong background in early childhood education can best provide for children what they need to grow physically, emotionally, and intellectually. View full school

Woodcote House has been in the Paterson family since 1931, although the school’s history dates back to 1816. We believe the guiding principles upon which we run our school are fundamental to the longevity and popularity of Woodcote. For Woodcote House, being small is one of our strengths. It allows us to operate as one large family, getting on with life and with each other. The school’s motto is ‘Live to Learn and Learn to Live’ and this is something that the whole school puts into practice. We also believe it is important to generate and sustain self-confidence in each individual in our care and to foster an atmosphere of mutual tolerance, respect, and good manners. Our teaching and pastoral staff know the boys as individuals and take a genuine interest in their welfare. The average class size is kept to just 10-12 boys ensuring that boys receive individual attention and class discipline is always maintained. Small classes also give all the boys the chance to contribute to lessons – enabling them to listen and to be listened to. A boarding school that is effectively ‘in loco parents must set clear and appropriate boundaries of behavior. With many years of experience on the staff, we know almost instinctively when boys are happy and therefore achieve. Above all, Woodcote House is a friendly school and we encourage good, clear lines of communication between staff, pupils, and the school and its parents. Every boy is important at Woodcote – indeed every leaver’s photograph is on permanent display. Located on the former London to Portsmouth Road, Woodcote House’s main school building was originally a Coaching Inn, almost certainly called The Pelican. It is believed that Snows Ride, off which the school is sited, was the favorite haunt of the infamous Captain Snow who, possibly in league with the innkeeper of The Pelican, made 18th century commuting extremely hazardous. Following the battle of Waterloo, the building housed a small Gentlemen’s Academy, the purpose of which was to prepare around 20 young men for the Royal Military Academy at Sandhurst. The school still has some toy muskets used for arms drills. In 1854 a boys’ boarding school was founded. The Paterson family bought the school in 1931 and with the help of a significant bonus from the wartime government for “staying put” during the Blitz, the school was expanded. The school marked its 150th anniversary in 2004. We may never know quite what dastardly deeds took place down in the school’s White Cellar in Captain Snow’s time… it is currently the haunt of the school’s Warhammer Club. View full school

Winston House believes in both supporting and challenging children in all aspects of school life, whatever their ability. We aim to help children become creative, self-motivated, and independent. We believe in a caring and sensitive approach to learning and teaching, whilst aiming to uphold and encourage traditional values which will give your child the best possible foundation for their future education and life in society. We recognize each child as an individual and with this in mind challenge every child to develop at a pace that suits their ability and aptitude. Activities are planned to help your child in all aspects of development and our equipment is carefully selected to support this. Children begin in Kindergarten from the age of one. We aim to develop basic skills and to interact in group activities and tasks. Various exercises are used to help children progress through the early years into primary education, including basic number realization and writing skills. We aim to build a close working relationship with parents so that we can work together and achieve the best possible results and help your child develop emotionally, physically as well as academically. By working together we can ensure that your child achieves their maximum potential and can get as much out of the Kindergarten as possible. Building a strong partnership between the Kindergarten and our pupil's families is important to us all at Winston House School. Children are active learners, eager to discover and interact with people who share their lives. We aim to support each child’s natural curiosity by providing a wide range of experiences, combined with plenty of positive interactions with well-trained practitioners. Through our daily curriculum each child experiences exposure to a wide range of learning experiences such as sand and water play, arts and crafts, music and dance, circle time, reading, IT, numeracy, role play, physical activity, and much more. Within our normal day, we incorporate into our curriculum the seven areas of learning via the early year’s foundation stage framework to support each child’s learning, welfare, and development requirements. We strive to embed good manners and an understanding of many backgrounds and ways of life of our pupils. Respect for and consideration towards others is a key factor in our approach to learning. We recognize each child is an individual and with this in mind challenge every child to develop at a pace that suits their ability and aptitude. Parents' evenings are arranged for you to monitor your child’s progress and development. Personal updates are available from the child’s key worker at any other time. View full school

Windlesham House School is one of the country’s leading independent prep schools, set in a beautiful 68-acre country estate on the rolling hills of the South Downs. As the first-ever UK prep school (Est. 1837) and the first prep school to go co-educational in 1967, Windlesham has always been on the cusp of innovation, embracing the new and leading where others have followed. Windlesham’s much-celebrated policy of ‘no school uniform’ also generates a real sense of freedom and relaxation for children in their home away from home. Our exceptional boarding environment continues to provide a warm, kind, and welcoming experience where children flourish, with flexible options to meet the needs of the modern family. Windlesham’s vibrant but relaxed ethos is often described as “part cosmopolitan London and part welcoming country house” …combining the best of both worlds in learning, playing, and living. Praised consistently for the depth and breadth of its academic and co-curricular provision, Windlesham’s forward-thinking approach gives children the personal space to discover their talents and interests. Our ‘total educational experience’ brings out the best in every child, and our widely acknowledged excellence in pastoral care creates a gentle, nurturing atmosphere for children to grow in confidence and kindness. Windlesham is the school that children want to go to and, as one parent put it, “It’s the school you’d have dreamed to have gone to yourself!” Windlesham is a special place because everything a child needs to grow and flourish is available on campus. Every child is less than a 5-minute walk from their lessons, from sports equipment, music and arts facilities, trees, and wildlife. Multiple car journeys between school, sports clubs, and other groups are a thing of the past. An idyllic life in the countryside provides Windlesham children with the time and freedom to laugh and play to their heart’s content. Windlesham House School is one of the oldest independent preparatory schools in the country and the first independent preparatory boarding school to become co-educational. Our staff is highly qualified and dedicated professionals who have an excellent understanding of how children learn and thrive in a developmental, child-centered way. We encourage the children to explore, ask questions and have ownership of their learning journey in a way that allows them to make progress across all areas of the curriculum. By thinking imaginatively and innovatively, we ignite excitement for learning and also create children who are active problem solvers. A process that is both challenging and full of understanding is far more beneficial and enriching than seeking to be perfect. It’s vital that children feel secure and supported in their learning and Windlesham is a place where we actively encourage the children to explore and learn from mistakes, reflect on them and then move forward. Our Windlesham values also instill in our children greater confidence, courtesy, and compassion – becoming people who are kind and care for others. The children spend plenty of time outside both playing and learning. We have an incredible bushcraft area in which the children have regular sessions with our very own former National Trust Ranger plus each classroom has access to additional areas for the children to learn indoors and outdoors. None of us can predict what the future will hold for the children and we must equip the children with an understanding of how technology will have an impact on this. We have a bank of iPads in the department and technology is appropriately integrated into many of the lessons the children have. In addition, from Reception, computing is also taught as a specialist subject. Further specialist lessons in the department take full advantage of the breadth of expertise we have across the school. The children have the benefit of specialist teaching for PE, Games, Swimming, Drama, Music, PSHE and Spanish and cookery. Windlesham inspires children to become the very best version of themselves. We warmly welcome you to come and visit us to experience the ‘full flavor’ of our department at work and see for yourselves what a superb quality education we can offer your child, echoed in our most recent excellent ISI Inspection. View full school

Westbourne House is a school for both day and boarding pupils. We discover and shape the magic of each child and ensure they make the most of the world of opportunities available to them. Young lives. That’s what we focus on, and that’s what inspires us. At Westbourne House, we see education as a path, not a destination, and enabling children to succeed today is but the initial step to a successful life – and a better world. It’s a perspective that makes us constantly reassess, refine, and evolve how we operate. Since 1907, we’ve been learning from each child. And as our experiences, pedagogical expertise, and sensibilities have continued to build so has our ability to discover and shape the character, personality, dreams, potential – in fact, magic - of each child. In our community-based and relationship-driven environment and expansive natural surroundings, our students can safely develop at an age-appropriate pace. Our exceptional academic approach, freedom of intellectual and physical expression, and stimulating diverse atmosphere are built on a foundation of respect, kindness, and perseverance. They’ll participate enthusiastically and they’ll experience the true meaning of inclusion, but their individuality will always be respected, catered to, and nurtured by our staff’s unparalleled level of support and responsiveness. When curiosity is cultivated and then satisfied, and initiative is rewarded, exceptional individual and collective results are achieved. We ensure the children’s academic readiness for senior school and we open the doors to valuable scholarships, but more importantly, we open their minds and give them the reasoning tools and the forward drive they’ll need to make confident, ambitious, and brave decisions on their way to their chosen future. We make this noble purpose, rooted in a sense of personal responsibility, our guiding light - one that drives us in everything we do and to which we are relentlessly committed. We don’t want children to grow up too fast. Thanks to our idyllic setting, children here spend their lunch and break times being active, running down to the woods to build dens, or organizing their games, such as Family It. Boarders also love having adventures on our grounds and having the freedom to use the facilities out of hours. Colin Sharman, Headmaster from 1961- 89, who still lives on-site, called Westbourne House ‘a little oasis of learning’ and it continues to have this special atmosphere today. We place great importance on the way pupils treat and encourage one other and this creates a deeply-felt sense of family. Pastorally, this is a small and friendly school where all staff gets to know the children well. The school itself and its extensive grounds also seem to play their part in creating a relaxed and friendly culture. Our priority is to attract and motivate first-rate teachers. Thanks to a combination of excellent on-site staff accommodation and a wide variety of opportunities, our classes are led by highly qualified and passionate staff. From Year 5, children are taught by specialist teachers, who are trained to secondary school level and are experts in their field. We have a holistic view of what makes an amazing, all-round education and the teachers inspire a love of learning, freeing children's imaginations and building intellectual confidence, as well as devoting time to creating dynamic programs and activities to encourage children to be kind, respectful, empathetic, resilient, active and ambitious. We want children to feel understood and appreciated for who they are. We look to teach them in a way that sparks their interest and feeds their hunger for knowledge. We want them to feel confident to share their ideas and to take the initiative. We achieve this by nurturing each child's uniqueness and recognizing and celebrating their progress and contributions, whether they be mathematical reasoning, kindness, humility, musical talent, or determination. You couldn’t find a more welcoming introduction to boarding: modern, family-style houses, supportive houseparents, and a vibrant boarding community. Our boarding traditions are thriving and our boarders benefit from forging close relationships with peers and staff, learning to be more independent, and having fun with friends. The school has an outstanding reputation for all-around excellence, and well over 100 scholarships in the last five years in a variety of disciplines would bear testament to that. We offer superb preparation for children going to senior schools, including Bedales, Benenden, Brighton, Bryanston, Canford, Charterhouse, Cranleigh, Eton, Harrow, Hurstpierpoint, Lancing, Marlborough, Portsmouth Grammar School, Portsmouth High School, Radley, Wellington, and Winchester, which are popular destinations for leavers. However, the overriding ethos of the school is to be inclusive wherever possible, such that each child has the opportunity to make the most of all that is available to them – after all, if this rich variety is not experienced at this age, when will it be? View full school

West House, which was founded as a day and boarding preparatory school for boys in 1895, is a charitable trust run by a Board of Governors. Today, it is a preparatory day school for boys between the ages of 4 and 11, with the co-educational West House Nursery caring for children from twelve months. The school is situated in Edgbaston, one mile from Birmingham city center, and has occupied the same five-acre site since its foundation. It enjoys excellent sporting facilities both on and off-site. These include a nature reserve, a sports hall, three cricket nets, an all-weather surface, and a grass pitch on campus. We believe that education goes well beyond the academic curriculum. In addition to preparing pupils for selective secondary schools, we concentrate on developing the life skills necessary to thrive in a rapidly changing adult world. With well over one hundred years of experience, we aim to combine the best of our traditions with an education that will prepare pupils for the challenges that lie ahead. Choosing the right school for your son or daughter is one of the most important decisions you will make and I believe that Birmingham offers the very highest standards of independent education anywhere in the country. What makes West House unique is the atmosphere, so often commented upon, that pervades the school. The school is situated in Edgbaston, one mile from Birmingham city center, and has occupied the same five-acre site since its foundation. It enjoys excellent sporting facilities both on and off-site. These include a nature reserve, a multi-functional hall for sports and performing arts, three cricket nets, an all-weather surface, and a grass pitch on campus. Additionally, the Richmond Hill playing fields incorporate two full-size football pitches and a cricket square within a mile of the main school campus. Currently, there are approximately 280 pupils including 120 in the Early Years Foundation Stage. From Reception onwards the average class size numbers between 14 and 17 pupils supported by 15 full-time and 5 part-time staff. Specialist subject teaching is a feature from Year 75 onwards. West House School prides itself on having a reputation for outstanding academic success along with a fine provision of extra-curricular activities. There is an emphasis on team sports in which the school has a strong tradition of success across the Midlands. Pupils are also encouraged to explore their musical and performing talents to the fullest extent. The Director of Music is supported by specialist peripatetic instrumental teachers. During the academic year, the school choir performs at Birmingham Cathedral, Symphony Hall, and various choral festivals throughout the region. Drama is taught as a discreet subject from Year 3 onwards, with a highlight of Year 6 being a grand production during the Spring Term. West House School is committed to the development of the curriculum, particularly through the promotion of learning opportunities through the use of ICT. A computer suite, housed in the purpose-built Centenary Building, is complemented by the use of Apple iPads in the classroom. The school has adopted the Social and Emotional Aspects of Learning Strategy and places a great emphasis on developing individuals equipped with the skills and attributes necessary to thrive in the middle part of the twenty-first century. The school is structured in departments and the curriculum is built around the requirements of the Early Years Statutory Framework and the principles of the Independent Curriculum. However, a carefully planned timetable allows greater time to be dedicated to core curriculum subjects whilst allowing pupils the opportunity to benefit from the input of specialist subject teachers and the development of their verbal and non-verbal skills. Significant emphasis is placed on the pastoral guidance of pupils in their preparation for adult life, with everyone actively contributing to the Code of Conduct. At West House School, pupils benefit from small class sizes and high-quality differentiated teaching by well-qualified and experienced teachers. Pupils are encouraged to perform to the best of their abilities at all times. Formal monitoring of pupil progress takes place from Pre-School through to Year 6 and individual progress is tracked to ensure pupils are performing at the expected level. Where pupils fall short of such expectations, support is provided by the class teacher in the first instance. It may be that boys are identified as finding specific aspects of learning difficult, underachieving, or, in the case of gifted and talented pupils, in need of an extended challenge. Further support may be necessary through the involvement of teaching assistants or by referral to the Learning Support Department. View full school

We firmly believe that children who are happy and inspired succeed. Our broad curriculum, exceptional pastoral care, and nurturing environment at Wellesley help to foster the individual strengths of every pupil. Academic success is a priority, and our pupils benefit from small classes, superb facilities, and dedicated, talented teachers. We are proud of the excellent results that our pupils achieve in their entrance exams to a wide range of the UK’s top public schools. However, at Wellesley education is so much more than just what is learned in the classroom. We aim to lay strong foundations and teach our pupils vital life skills that will help them to succeed throughout their life. All the children are encouraged to take part in a wide array of activities, and they each get the opportunity to participate in a variety of sports, helping them to learn the importance of teamwork, resilience, and how to win and lose graciously. Pupils are encouraged to try new experiences and take a few risks, which helps them to build their self-confidence, ignite passions and make lifelong friends. We instill strong values in every child and encourage them to be well-mannered, considerate, and kind. By the time our pupils move on to their senior school they are confident, motivated young adults, well prepared to thrive and deal with the excitements and challenges that lie ahead. We encourage you to come and visit us so that you can see for yourself what makes Wellesley such an outstanding school. These values are at the heart of the school and are the foundation of our community. We aim to provide a high-quality, broad education that opens up a world of possibilities for our pupils, in a caring and nurturing environment. Every pupil is encouraged to participate in a wide array of extra-curricular activities, creative arts, and sports, with an emphasis on building resilience and self-confidence, so that by the time they leave the school, they are well-rounded, motivated young adults who flourish at their senior schools of choice. We aspire to recognize and nurture the individual strengths of each pupil and equip them with life skills required to help them flourish in the classroom, develop new interests, ignite passions and build their confidence. This is supported by first-class pastoral care that underpins everything we do. The chapel is an important part of our Christian ethos, with values-based messages permeating throughout the Wellesley community. The children are also encouraged to contribute to the wider community, through building links, helping people, and raising money for charity. As a charitable trust, Wellesley does not operate for profit, and we provide scholarships and bursaries to widen access to all that we offer. Wellesley House is an outstanding, small, family-orientated preparatory school where pupils aged between 3 – 13 years have a chance to shine – in the classroom, in the creative arts, or on the sports field – supported by exceptional pastoral care. Wellesley offers a range of day and boarding options. All pupils benefit from the extended school day and exceptional facilities. The quality and breadth of education provided open up a world of possibilities, and Welleslians move on to their senior schools of choice as motivated, confident, resilient young adults well-prepared to thrive and deal with the excitements and challenges that lie ahead. View full school

A new inclusive secondary school for Richmond was envisioned by a small group of parents who care deeply about their local area and its people. Faced with shrinking catchment areas and increased demand for local secondary schools, they saw their community breaking up as families moved away or chose non-local schools. Knowing that many other local people agreed that another excellent secondary school was needed they decided to try and do something about it. Turing House School is the result of their determined effort and the fantastic support they received from the local community, as well as from the Russell Education Trust, which has opened four other successful new schools in recent years. We are creating an outstanding and inclusive school, with a clear focus on high performance for children from 11 to 18. We will instill good behavior and attitudes towards others as the basis for excellence at every stage of school life. Our school will enable children from all backgrounds to make exceptional progress. It will attract and retain outstanding staff and support them to inspire our pupils. Turing House is committed to the highest possible academic standards, whilst delivering a broad and balanced curriculum. It values and supports the achievements and aspirations of every student, whatever their ability and potential. As parents, we know how important it is for our children to thrive in all kinds of ways beyond academic achievement. Turing House will focus on more than just exam results, encouraging self-esteem and respect for others, independence and responsibility, creative and critical thinking, innovation, problem-solving, and a passionate interest in the wider world. We’ve named our school Turing House in honor of the inspirational mathematician and scientist Alan Turing. After his key role in cracking the German Enigma Code during the Second World War, he moved to Hampton and worked at Teddington’s National Physical Laboratory, where he began his groundbreaking work developing the earliest modern computers. By honoring and celebrating his achievements we aim to reflect a culture of possibility in our school a school where staff and students are inspired to aim high, think creatively, and achieve their full potential. All free schools, like Academies (including converter academies like Orleans Park, Waldegrave, Teddington, Grey Court), are governed by not-for-profit charitable trusts, which are closely monitored by the Audit Commission to ensure that they provide good value for the public money with which they are entrusted. Our school aims for an inclusive intake, representative of the area it has been established to serve, which is the Middlesex side of Richmond Borough. Turing House will provide school places for young people aged 11 - 18 and the admissions arrangements for the Year 7 intake are set out below. The Sixth Form will begin admitting students in September 2020, and a separate admissions policy will apply for entry. Turing House is committed to straightforward, open, fair, and transparent admissions arrangements. The school will act fully by the School Admissions Code (as revised February 2012), the School Admissions Appeals Code, and admissions law as they apply to academies. Children with a statement of special educational need that specifies the school as the placement school will be allocated a place through a separate procedure, by the Special Educational Needs Code of Practice. Where, in any year, the school receives more applications for places than there are places available, a waiting list will operate. This will be maintained by the Local Authority and it will be open to any parent to ask for his or her child's name to be placed on the waiting list following an unsuccessful application. A child's position on the waiting list will be determined solely under the oversubscription criteria set (as applicable). Each added child will require the Waiting List to be reranked in line with the published oversubscription criteria. The Turing House Local Governing Body includes the Headteacher, two elected parent governors, and up to ten further governors appointed by the Trust. At least four of the RET appointees will be parents of a registered pupil at a primary school or academy situated within the London Borough of Richmond-upon-Thames. Turing House is funded at the same level as other schools in the Local Authority, using the same funding formula. The only difference is that, like all new schools, we receive some additional start-up funding in the first three years, to enable us to employ enough subject specialists to cover the curriculum. Most local secondary schools and many primary schools operate a school fund through voluntary donations from families. This allows them the flexibility to provide additional benefits to students beyond what can be provided from direct government funding. We have therefore set up the Turing House School Fund so that we can provide some of those extras that we couldn’t otherwise afford. Some schools use these funds to directly subsidize the running costs of the school – this is not what we are using the funds for. We have an extensive list of clubs and activities on offer to our founding cohorts. We couldn’t possibly provide all these with only our founding staff and, unlike some other schools, we do not wish to charge for some of the high-quality sporting, musical and creative activities which we believe should be an entitlement for all. We strongly encourage every one of our students to extend their education by taking part in these extra-curricular activities removing any financial obstacle will help us achieve maximum participation. View full school

Providing education for 14-19-year-olds who cannot cope in mainstream settings. Treasure House (London) CIC is a specialist education provision, highly experienced in working with young people with anxiety and other emotional barriers, autism, dyslexia, and school phobia. The key aims of Treasure House are to re-engage students in the learning process and provide access to high-quality tuition across a broad curriculum. There are many vulnerable young people in Southwark and surrounding boroughs who are missing out on education because their needs cannot be met in mainstream schools. At Treasure House, we aim to provide a warm, supportive and caring environment in which students, who have previously experienced difficulties, can flourish. The students who attend Treasure House are often at varying levels of ability so we aim to provide them with tuition in a broad range of subjects that are suitable for their pace of learning. Treasure House takes a holistic approach to education emphasizing development in the areas of Self-awareness, Perseverance, Active Citizenship, Cooperation, Empathy and Sustainability, and Legacy. Our approach provides students with the skills and qualifications that are required to allow them to move into the world of work or to progress into further education. Creating the potential for students to have a brighter future is something that we are extremely passionate about. Originally a public library, which later became a Children’s Museum, the Livesey Building is now our permanent residence. With our new remit to provide community services, we’re extremely proud to be at the Livesey which marks an extremely important part of Treasure House’s ongoing development. Our curriculum is based on the same principles as those in mainstream educational environments and as such pupils are encouraged to pursue accreditation in as many subjects as is practicable. However, we understand that whilst most students are highly motivated to take examinations, in some circumstances different approaches to learning are more appropriate. Accredited frameworks may be adapted to suit a student’s own pace and in other cases, emphasis is placed on vocational development and progression throughout the curriculum in the belief that our students will be ready to make the transition to college, apprenticeships, or work when they are ready. It is important to mention that the Treasure House curriculum precludes the promotion of partisan political views in the teaching of any subject in the school. When facilitating a session or discussion, especially in regards to politics, a balanced presentation is opposing views is always offered and students and staff members are encouraged to explore a range of perspectives and challenge pre‐conceptions that they may have in each area of discussion. With a maximum student intake of 15, group sizes rarely exceed 6 students per teacher while in some cases we offer tuition in smaller groups or on a one-to-one basis. We aim to provide an environment that is safe and comfortable, in which the students feel protected and able to learn without fear or anxiety. We foster an environment that encourages and develops mutual respect and support. English is a compulsory subject that is differentiated in response to ability level. The subject is taught from a functional level through to GCSE to develop pupils’ communication skills and increase their command of the language through speaking, reading, and writing. Each student will study at least three-four hours of English per week in classes of no more than six students. PE is provided every week as a way to keep fit, release stress and learn to play and compete in different types of sport. Each student will be supported to develop physical control and coordination, use tactical skills and imaginative responses to the team and individual sports, and learn to evaluate and improve their performance. PSHEE is provided at Treasure House to promote an awareness of people and how they live, their relationships with each other and their environment, and how human action, now and in the past, has influenced events and conditions. At Treasure House, we emphasize each student’s journey to take up their place in the society in which they live. To support this process of discovery we provide them with stimulating sessions of discovery covering all aspects of our human and social curriculum which encompasses Citizenship, RE, PSHEE, and our SPACES (Link to SPACES) programs. The curriculum spans the year, changing each month to reflect what the students may be encountering. View full school

At Tram House School, we strive towards empowering our young people to lead fuller lives for the future. We focus on understanding the journey that our young people are on and the need to build their skills and understanding as far as possible, whilst equipping them with meaningful qualifications and the resilience to use these in their future lives. We have taken the time to know and understand our young people and their family’s needs and have designed a functional and creative curriculum that promotes growing independence, total communication, a love of learning, and inspiring relationships. Our school community is vital to us and this is built on a trusting relationship with parents and careers, as well as extending into the local community as we develop meaningful learning experiences for our young people as they move into their adult lives. All staff at Tram House School are committed to the development of pupil safety and wellbeing and this is at the heart of all work that we do. Tram House School is an Independent Special School for young people with autism aged 14-19 years (Year 9 – Year 14). It is run by BeyondAutism Schools, a service arm of the charity BeyondAutism and is located in Earlsfield, London. Our aim is for the website to be an informative and important first point of contact for the school. Please use the tabs in the menus to obtain a comprehensive overview of the school. Our vision is to empower children and young people with autism to lead fuller lives. By providing a life-enhancing education we expect all our pupils to achieve at school, home, and in their communities. We aim to achieve this by: Having consistently high expectations and achievements for every individual. Offering high quality, inspirational and innovative teaching and learning, underpinned by the principles and practice of Applied Behaviour Analysis (ABA) specifically using Verbal Behaviour (VB). Providing a safe, secure, caring, and enjoyable environment where children and young people can thrive, work and learn, and grow towards independence. Providing inspirational and accountable leadership at all levels. Providing a personalized curriculum for the 21st Century, which meets each pupil’s education plan, based on the National Curriculum and functional life and independent skills. Working in partnership with parents, providing support, training, and information. Providing an ambitious and comprehensive staff training and development program, and become the leading provider of autism education in the UK and beyond. We believe that ABA/VB can make a real difference to the teaching and learning for people with autism and their families. We believe in a future where parents and carers don’t have to fight so hard for the provision of quality services for their children with autism. We believe that every child and young person deserves the best possible education. We believe our team is forward-thinking, expertly trained, and professional, using the latest research and techniques to teach and empower individuals. We use Applied Behaviour Analysis (ABA) and specifically Verbal Behaviour (VB) principles in our teaching. Teaching with ABA/VB reduces challenging behavior, ensuring our pupils access a broad, balanced and specialized curriculum - drawing on the National Curriculum and working towards the outcomes in a pupil’s EHCP. Our teaching focuses on language development, particularly functional communication. We aim to develop academic, independent living skills and personal, social, and emotional development through highly effective teaching in a variety of ways. Activities include outdoor playtime, art, music, PE, yoga, and swimming. Regular class community trips, library trips, and other school and class outings are planned each term. All pupils participate in whole school weekly assemblies and there are further drama opportunities throughout the year including a Song Club and a full-length musical production at Christmas. These opportunities improve communication and public speaking skills, boosting pupils’ confidence and self-esteem. At Tram House School we: Use Individual Education Programmes (IEPs) aimed at teaching appropriate and functional behaviors. Break down skills into achievable goals. Use data to measure the achievement and success of teaching methods. Maximize opportunities for our pupils to respond and actively participate in learning. Generalize and maintain learned skills. Use 1:1 teaching throughout the school day. Use group learning to teach relevant academic skills. Work closely with the Speech and Language and Occupational Therapy teams. Are a signing community, and all staff is trained in Makaton sign language and other forms of communication styles. BeyondAutism Schools currently use several assessment tools to track and monitor the progress of their pupils. By monitoring the progress of pupils closely, we can target new skills and overcome learning barriers. A baseline assessment is carried out within the first three weeks of a pupil starting school to establish their current abilities and known skills. Input is also sought from the parents and other professionals such as an Occupational Therapist and Speech and Language Therapist. This initial assessment is then used to inform the Individual Education Plan (IEP). Several different assessment tools and methods are employed throughout a pupil’s time at our schools: The Verbal Behaviour Milestones Assessment and Placement Program (VB MAPP) Assessment of Basic Language and Learning Skills – Revised (ABLLS-R) Assessment of Functional Living Skills (AFLS) Essentials For Living (EFL) ASDAN Assessments View full school

Tower House School is located between Richmond upon Thames and Putney just off Richmond Park in East Sheen. A preparatory school for 180 boys covering Reception to Year 8, we prepare pupils for the top senior schools in the UK. Since our role is small, the dedication of our highly qualified staff and a focused sense of community combine to enable all Tower House pupils to develop to their full potential and become individuals. Individuals that will be well prepared for life beyond school and be able to contribute fully in a challenging and changing world. We intend to continue to combine the provision of tried and tested traditional values with the incorporation of new developments in educational methods. We aspire to guide your son on his journey from his uneasy steps on the first morning of Reception to the confident teenager, glowing with pride, receiving plaudits at his final Speech Day. Tower House will aim to provide a seaworthy vessel that ensures this journey is both safe and fulfilling. Each boy is valued for himself. You can be assured that your child will receive individual attention, from dedicated and caring professionals. Some boys may require reinforcement and reassurance this will be given without question and with patience. Other boys will demand an accelerated curriculum we commit to ensuring that all abilities are constantly challenged. As Tower House is a nonselective school, there is no entrance test at 4+. Thus the first twenty-two to register in each year will be considered as guaranteed places, although siblings of children already in the school are given priority. On occasion, some names drop off the list, allowing those outside the top twenty-two the opportunity of entry. Admission of boys at ages other than 4+ will depend very much on the availability of spaces. The preliminary registration fee of £100 is non-refundable. A small number of places become available in different year groups from time to time – please enquire about availability by contacting the Registrar. The procedure is different depending on the age of the boys. For entry into Year 1 or 2, a boy would be invited into their future class for an hour or so to assess their suitability to cope in the year group he is entering and to ensure he would be happy and content in this educational environment. Boys wishing to enter Year 3 and above undertake assessments in English, Maths, and Reading and they also have an informal interview with the Deputy Head. This is to ensure that they are up to a good standard compared to their peer group already attending Tower House. We must also assure ourselves that they will be content in this educational environment and therefore have every chance of emerging confident, well-educated, and well-rounded. As there is no entrance test at 4+, all boys are expected to spend a short time at the school in the term before they are due to start. The purpose of the interview is not to test what the boy has learned, but to ascertain whether he is ready for a day’s schooling, or in the case of an older boy, whether he will be able to cope. As a result of this informal interview, the school reserves the right to postpone or refuse admission to a boy should it be considered necessary. We are the youngest children at Tower House School. We follow the Early Years Foundation Stage Curriculum, which has three prime areas: physical development personal, social, and emotional development, and communication and language. These three prime areas are strengthened and applied through the specific areas, they are literacy mathematics understanding the world, and expressive arts and design. Reception follows the EYFS creative curriculum. Years 1- 3 follow the New National Curriculum. We pride ourselves on offering all boys a wide range of subject specialist teachers to teach ICT, French, Music, Art, and Sport. The boys attend swimming lessons and Games sessions every week at the Bank of England sports complex. Their learning is further enhanced by trips, special visitors, workshops, and themed days. As well as plays, sports fixtures, and concerts, we place great emphasis on the academic progress and development of our pupils. Monitoring and supporting their individual needs is at the heart of the teaching style throughout the school. Exams and assessments are routine, either on paper or electronically and the results are carefully analyzed to ensure each pupil is working to his best ability. While preparing boys for a wide variety of future schools, we offer much more than exam-passing skills at Tower House. We also provide a rich learning environment in which the boys are given time to learn about themselves as learners: – to practice the skills of thinking, debate, and inquiry, to modify their views because of another’s reasoning and – not least – to listen, understand and empathize with the experiences of others. We also place a great deal of emphasis on the development of each boy’s character and confidence – encouraging responsibility, compassion for others, and a sense of humor. View full school

Together with the staff, our governing body, the parents, and our links with the Mortlake and Richmond, London community we continue to drive the school forward and prepare your children for life in the 21st century. There is no room for mediocrity at Thomson House School – we have the highest of expectations and aim to excel in everything that we do. Thomson House aims to cultivate the habits and arts of excellence and wellbeing, so that its pupils may flourish, achieving academic success and leading fulfilling lives. To achieve this, Thomson House anchors its curriculum on three fundamental qualities: curiosity, kindness, and courage. We offer a creative and challenging curriculum that incorporates varied and exciting learning opportunities for the children. Our school values of curiosity, kindness, and courage weave through all areas of school life – very high expectations are present in learning, behavior, appearance, and academic rigor. We encourage our children to be well-mannered and respectful, with an empathy for those less fortunate than ourselves. We encourage competitiveness in sport and aim for every child to fulfill their potential. Above all, we intend for the children to be motivated and enthusiastic in their learning journey – and to have fun and laughter whilst doing so. Thomson House is a co-educational school open to children of all backgrounds and abilities. We are located in an area where the local schools are over-subscribed. Thomson House will give local families another choice of school providing an outstanding education for children in their community. We want to work as part of the local family of outstanding schools, and therefore our admissions process is run by the Local Authority of Richmond-upon-Thames. If you would like to apply to Thomson House, apply through the Local Authority's application process, selecting Thomson House as one of your preferences. The Reception class is the first class of the main school, which children join when they are four going on five years old, i.e. the September before their fifth birthday. All Reception class applications must be made using your home Local Authority’s common application form (CAF) and should be submitted to your Local Authority. You can apply for up to six schools on one application form, which should be listed in order of preference and you are advised to use all six preferences. Your preferences will be considered under an equal preference system i.e all preferences are considered separately, regardless of their ranking on your form, therefore, if your application is successful for more than one school, you will offer a place at the school you ranked highest on your CAF. When considering your preferences, you will need to consider carefully the admissions process and the oversubscription criteria. You are strongly advised to ensure that you fully understand the admissions process and the oversubscription criteria before making your application for a place at any school. If you are looking for a place mid-year please call us first to find out if we have available places. You will also need to contact the London Borough of Richmond’s admissions department. Richmond holds all information regarding waiting lists and school vacancies. Thomson House combines the best traditions of the independent sector with those of the state primaries in Richmond. It offers excellent teaching, a curriculum underpinned by rigor and breadth, smaller classes, and a strong community focus. We want Thomson House to be one of the most respected and admired schools in our Borough. Not only because our children make outstanding academic progress, but also because they develop the curiosity to ask questions, the self-belief and courage to seize opportunities, and the heart to do good to those around them. Outstanding teaching and learning is the bedrock of our approach. Thomson House considers its community of learners to include teachers, pupils, and their families. Each Reception class will have a full-time class teacher and teaching assistant. Our curriculum is based on the National Curriculum, enriched with components from other learning pedagogies we consider outstanding. Pupils will be given an excellent and rigorous grounding in the basics, which will allow them to learn confidently throughout the rest of their lives. Each child will have their Individual Learning Profile that will track their progress throughout their schooling and provide a basis for continual target setting by pupils, parents, and teachers. We are committed to small class sizes of no more than 24 pupils so that each child’s individual learning needs can be met. We believe that young people find out who they are when they commit themselves to a range of academic, sporting, creative, and service activities. By nurturing the individual talent within each child (and by celebrating excellence in pupils), Thomson House develops in its pupil's confidence and love of learning, the motors to self-development. The teaching team will work in close partnership with parents, carers, and outside providers in identifying and addressing the particular needs of a child and ensuring that appropriate provisions are made across the school, including addressing learning difficulties and stretching children’s abilities through a gifted and talented program. We have the most amazing staff who are all passionately devoted to providing the best for our children and, as part of our learning community, strive to be the best practitioners that they can be, constantly reviewing and improving through the sharing of good practice and attending high-quality CPD (Continuous Professional Development). Our teachers, teaching assistants, and support staff is all highly qualified professionals who take the business of learning very seriously. They all model the school values of Curiosity, Kindness, and Courage. The parents and carers play a huge part in their children’s learning journey too – not only do they commit to spending time supporting academic progress at home, but also support the school in many other ways - going on school trips, volunteering in school, offering gardens for the gardening club, fund-raising through FOTH (Friends Of Thomson House), sharing their skills in theme weeks, running enrichment clubs (drama and football), donating financially, and attending social events. We would not be as successful as we are without them! The Thomson House School PTA, known as FOTH, does a remarkable job welcoming new parents, organizing social events, and fundraising for the school. All parents and staff are part of FOTH and work together to make the school a vibrant, warm, and welcoming place. Continuing along the healthy vein, Fit For Sport provides our children with a level of physical education that is second to none. FFS also provides multi-sport enrichment clubs for the children to enjoy at lunchtime. Several external professionals come into the school at lunchtime to provide enrichment clubs for the children – Dance IT Team (Zumba for the children and staff) Young Yoga. View full school

The White House Preparatory School has been established as a leading Independent Co-Educational Day Preparatory School for almost thirty years. We cater to children from two and a half to eleven years old, and we are lucky to teach small classes of happy children in a beautiful Cubitt-designed Victorian villa in Clapham Park, situated, five minutes from Clapham Common, amid a vibrant community. In keeping with our ethos of bringing out the best in every child, we keep the school small and personal. Our class sizes average sixteen pupils and we make sure that every child from the beginning of their time with us feels valued and cared for with a special part to play in the everyday life of the school. We are a close-knit community with strong ties to our children’s families and believe that there is more to education than simple academics, although we excel in this area as well. We manage to teach in a non-pressured, happy way, encouraging a love of learning and bringing out the many facets of our pupils’ personalities. Our children enjoy a vibrant, broad curriculum that stimulates, challenges, and excites. Our children are happy pupils, as we believe that they learn more and give more if they are in a nurturing place that they love. We offer excellent pastoral support, encourage manners, and respect for one another. To truly educate we celebrate the creative, the physical, and the spiritual to create a rounded individual. We cherish childhood in all its forms, and we encourage gentleness, kindness, and humility. Traditional values have been shown to hold great sway in the workplace, and we foster them in our boys and girls. Individuality, so often absent in schools these days, lost in a chase for targets and exam successes, is actively encouraged, and we manage to combine this with the academic success which is intrinsic to modern life today. We are very proud of The White House pupils who leave us at the age of eleven for a variety of prestigious London Day Schools they stand out from their peers. Confident but without arrogance, self-assured but not pushy, with a strong moral compass and unbounded enthusiasm. The children we educate are our best advertisement. The White House Preparatory School is an independent co-educational London day preparatory school that firmly believes: That every child has something to offer that is unique and valuable. That the curriculum must be broad and balanced with art, music, and sport is as important for lifelong learning as traditional academic subjects. Those children are encouraged to develop a sound moral compass through kindness and empathy. That the long-lasting love of learning is developed through a strong support system that includes home, family, their peers, their teachers, and their school. All children should fulfill their potential in a safe, secure environment where they can enjoy being children. The White House Preparatory School ensures children achieve high academic results whilst continuing to remember the importance of being child-centered. We encourage happiness, reward hard work, acknowledge and praise children for both personal and academic achievements. View full school

Welcome to The Mulberry House School, a mixed pre-prep school located in West Hampstead. We are friendly and welcoming, offering excellent care, guidance, and support, along with high standards of behavior and academic achievement. You will notice from the ISI inspection report that the standard of care and education at the school is Outstanding. When you enter Mulberry House School you will be entering an exciting, vibrant school that embraces creativity. We believe in preparing children for the future, encouraging independent thinking and resilience. We aim to provide the highest quality education for all in a caring, supportive and inclusive learning environment. We ensure high-quality teaching and learning opportunities, that enable all pupils to thrive and achieve their very best. The school successfully prepares children for the next stage of school. We have excellent links with schools such as North London Collegiate, Haberdashers’ Aske’s (Boys and Girls), South Hampstead High School, City of London School for Girls, University College School, Highgate, Belmont, Latymer, Colet Court, and Wetherby. I hope very much that you will attend an open evening to find out more. The Mulberry House School was established in 1989 at number 7 Minster Road. In 1995 the second school building was acquired and is now the center for older children. The Mulberry House School curriculum is underpinned by the high expectations of all children. We teach children from two years old in a stimulating, creative, and nurturing learning environment. As children move through the school they are met with increasing challenges and motivation to learn. Teachers facilitate learning, supporting active learning and challenge. We aim to develop within each child a love of learning. We offer a planned and challenging education that is designed to enhance their emotional, intellectual and physical development while preparing them for entrance to the next stage of schooling. We strive to ensure that each child’s full academic potential is realized while individual talents are nurtured. The curriculum is designed to be appropriate to the age of the children and to meet their individual needs. During their time at school the children will have experience of literacy (speaking, listening, reading, and writing), mathematics, personal, social, and emotional education, citizenship, science, design and technology, art and craft, geography, history, drama, music, cookery, nutrition, physical education, information, and communication technology and Mandarin. Educational visits are an integral part of the curriculum. For the younger children, we offer a broad and balanced curriculum in line with Sure Start (a framework to support children in their earliest years) and the Department for Education and Skills (DfES) Curriculum Guidance for the Foundation Stage. Once the children are of statutory school age we are guided by the Foundation Stage and the National Curriculum. “We reach high to be the people we want to be, respect ourselves and others and enjoy each new challenge” View full school