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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

Knighton House, in Durweston, Dorset is a prep school for girls ages 7-13 years with a pre-prep department for girls and boys aged between 3 – 7 years. Knighton is a relatively small school — with numbers moving between 100 and 130. This has always been part of its strength and its appeal. The individual attention that every child receives here creates a superb start to school life, nurturing confidence and unleashing the imagination — the two things that young people will need most in a rapidly changing world. Knighton is blessed with a beautiful site of some 35 acres on rising chalk download, overlooking the River Stour in Dorset’s Area of Natural Beauty this too is part of what makes the school special. It’s an outdoor school encouraging familiarity with and understanding of nature that stays with pupils all their lives. The plan will consider all the needs of the school and be phased over one, three, and five years. The project will be part-funded from Knighton’s reserves but there will also be a fundraising effort among alumni and former parents. Knighton House is a wonderful school in an idyllic place: we now need the fabric of the school to live up to its surroundings. We want to create a holistic scheme for well designed, modernized campus that reflects the ethos of the school and so contributes to the children’s inspiring experience here. 100 years since women won the right to the vote, there are still pay gaps and prejudices, glass ceilings, and limited expectations. All the research suggests that early experience is key. Too many girls learn too early that there are things they should not try to do or say. The antidote is confidence. At Knighton House, girls lead. In the classroom, in the science lab, on the astroturf, on stage, in the choir, on the school council, and in the debating chamber. At Knighton, girls learn that there is no limit to their potential achievements except their ambitions. Girls graduate from Knighton with deep reserves of confidence — which they will draw on in their senior schools, universities, and in the working world. Wherever in the world, they go and however far their ambitions take them, Knighton Girls know they can try anything and succeed in whatever they put their minds to. At Knighton, a girl occupies every role: not only taking the leads in a play but also being Directors, Producers, lighting, and sound designers. At Knighton, girls lead — whether it is the student council or the hockey team. Pupils are surrounded by positive role models, on the staff, in the parent body, and alumni. At a recent Alumni gathering, it was a thrill for me to talk to former pupils, now dynamic young women, successfully pursuing a broad spectrum of careers in medicine, the law, technology, architecture, and theatre production, among many others: using the confidence Knighton gave them. View full school

At King’s House School we recognize the importance of a broad curriculum. We follow the Early Years Foundation Stage and National Curriculum initially but extend well beyond its boundaries to provide the enrichment and challenge which will prepare pupils for Common Entrance and senior school scholarships at a pace and level appropriate to their needs. As a preparatory school, we recognize the responsibility we have, not only in educating each pupil but also in developing a love of learning and satisfaction in personal achievement. The approach in the classroom through the School is one of praise and encouragement. Recognition of achievement is in the form of House Points which are awarded in each Department and added to the House totals. Boys’ names are also added to the Gold Book or Distinctions List and are included in the weekly newsletter. In the Senior Department, half-termly grades are given for both effort and achievement and the end-of-term reports provide targets for future improvement. Throughout the School we have qualified Learning Support teachers who work closely with the classroom teachers and provide extra support for pupils as and when it is needed. Throughout their time at King’s House, the boys work hard and achieve high academic standards that set them up very well when they move on to their senior schools. There are regular Visitor Mornings when prospective parents and children may visit the Nursery, Junior and Senior Departments and meet the Head of School, Head of Junior Department, Head of Nursery and other members of staff. Girls and boys may start in the Nursery in the term of their 3rd birthday. We offer places in order of date of registration. Boys from the Nursery and those with brothers already at the School are given priority in our Reception classes and are expected to stay at King’s House until the end of Year 8 before moving on to their senior school. We are a mixed-ability school so we do not assess the boys before offering them places. When you register your child, he or she is put on the Waiting List for their age group. Nursery places are offered approximately 2 terms before entry. Reception places are offered about a year before entry. Around half our Reception intake is made up of boys coming from our Nursery. When you are offered a place you have to complete an Acceptance Contract and pay a committal fee which is returned to you when your child leaves King’s House, less any extras. We also have small in-takes at 7+, 8+ and 11+ into Years 3, 4, and 7 (up to about 6 places) boys wishing to enter at this stage are assessed in November or January before entry. They are tested in English and Mathematics, as well as being interviewed. Extra help is available for a child who may be initially slow to make progress or where they may encounter a specific difficulty, at no extra cost. If it is felt necessary they may be assessed by one of our learning support teachers who may, in turn, suggest that the child needs a full assessment by an educational psychologist. We can currently give boys up to two half-hour sessions, either individually or in small groups, to help with any diagnosed problems within our competence. An Individual Educational Programme is written for each boy receiving extra support and is agreed upon between the Learning Support teacher, the parent, and the child. We also aim to identify and provide for those who need extra extension work in any area. The youngest pupils at King’s House School have their building in Princes Road, just a stone’s throw from the Junior and Senior Departments on Kings Road. The Nursery Department is found in The Old School House, an attractive Victorian building with high ceilings and large open plan classrooms that provide the perfect environment for Early Years education. On the first floor, you will find the Caterpillar group (children aged 3 and rising 3) in their own homely, cozy, and welcoming room. The room is carefully planned and extensively resourced to provide an exciting environment where young children can use their imagination to create and discover. Staff is exceptionally caring and nurturing, understanding that for most children (and their parents) this is the first rung on the educational ladder. King’s House Junior Department offers its pupils a unique, caring, and stimulating environment in which all the boys are encouraged to reach their potential. It is housed in two Victorian buildings which have been sensitively extended and enhanced to provide a wonderful learning environment. Boys join the Junior Department when they are aged 4 and they start in Reception where they are gently introduced to the School routine whilst following the Early Years Foundation Stage. The boys are based in their classrooms with their teacher and assistant for most of the time but also have specialist teachers for French, Music, and PE. We aim to ensure a smooth transition from the Junior Department to the Senior Department, and the boys enjoy the challenge of starting in a new building and set-up. In reality, they already know the Senior Department well as they have been taught by a number of its teachers and had lessons in the music and sports facilities. We aim to continue offering the boys a broad range of experiences and a varied, challenging curriculum. There is also a wide range of activities – musical, sporting, and artistic – for the boys to choose from on the extra-curricular front. View full school

Kew House School is a co-educational independent senior school. In September 2013, a new independent senior school opened its doors for the first time in West London. The founding of Kew House School, the third school managed by Gardener Schools Group, follows the establishment of Ravenscourt Park Preparatory School in 1991 and Kew Green Preparatory School in 2004. Parents at these successful and heavily over-subscribed schools had consistently urged the Gardener Schools Group to open a co-educational senior school for students aged 11 to 18 years. The initial dream of molding the development of young people from age four to young adulthood is now underway. The school seeks to attract intelligent students with a confident sense of identity and an original approach to learning, problem-solving, and creativity. To this end, our selection process places greater emphasis on feeder school profiles, portfolios of work, and interviews alongside the entrance testing. Our year groups are selected as a cohort of students with a blend of complementary individual talents, rather than merely the top 10% of 11+ examinees. Students at Kew House School will be encouraged to consider the broad spectrum of higher educational opportunities on offer in this country and abroad, commensurate with the pursuit of excellence in any chosen field. For many, this will mean university, but we will foster relationships with prestigious colleges specializing in specific subjects and skills. We are proud to offer a more flexible learning environment and structure, with facilities open for learning and leisure during the extended day, at weekends, and traditional school holidays. Concerts, exhibitions, lectures by eminent speakers, cookery demonstrations - there is always something going on! The restaurant and cafe are available for students to entertain friends in the evenings or for parents to catch up over coffee whilst waiting for their children to finish lessons. Families and members of the local community are very much a part of the school. In the 21st century, most secondary schools remain firmly modeled on traditional independent schools and state grammar schools. It is time for a change. Adolescents now mature socially and emotionally at a much younger age and an appropriate learning environment must reflect this. At Kew House School we respect each student as a valuable individual and work in partnership with students and parents to promote his/her success, welfare and happiness. KHS benefits from having a smaller student roll than many independent senior schools. This allows us to provide the flexibility and individualized attention needed to enable students to fulfill their potential. We recognize and enhance the individual abilities of each child, welcoming students with varying academic profiles and placing emphasis on confidence, self-esteem, and creativity. We believe this approach produces excellent academic results. We believe in providing a rich and broad education to all students whatever their specialism, pursuing excellence in all areas whether examinable or not. Whilst we aim to achieve the highest academic results for each student, we will not serve as an examination “factory”. Our “Individuals in Society” (IS) course focuses on personal development, emotionally, practically, and intellectually throughout each student's life at the school via regular, timetabled sessions and extensions of the school day. View full school

We are a small and friendly independent special school for pupils aged 4-16 years who have Autism, additional learning difficulties, and complex needs. At Kestrel House we recognize and value pupils for their unique strengths and their contribution to our school community. We ensure that by following rigorous assessment we provide each child with an Autism-friendly environment, an appropriate curriculum, and Autism specific interventions to meet their needs and equip them for adult life. The calm, friendly & happy atmosphere of Kestrel House School is maintained through a holistic and therapeutic approach to each one of its pupils, via a knowledgeable team of specialists & experts in autism and associated conditions. Each child’s personal development is enhanced through a meaningful, appropriate, and individual approach to their specific needs, and with the support of an on-site team of multidisciplinary therapists who support the pupils daily. Pupils enjoy a wide range of interesting trips and fun activities in the wider community and their progress is transferred back into the classroom to ensure appropriate education targets are reached and celebrated. Kestrel House School maintains close support with each pupil’s wider family network to ensure that the impact of each child’s progress at school – in social skills, communication, and education – can be replicated and enjoyed at home. At Kestrel House we will provide your child with: A specialist autism provision. On-site Multi-Disciplinary Team including a Clinical Psychologist, Occupational Therapist, Speech and Language Therapist, and a Music Therapist. Small class sizes in a small school. At Kestrel House we recognize that education for our pupils needs to provide a great deal more than the National Curriculum. At Kestrel House we aim to ensure that our pupils: Are supported to access learning opportunities in a meaningful way that takes account of their learning style and the impact of their Autistic Spectrum Disorder. Feel confident, happy, and secure in themselves, their relationships, and their learning. Have the right to protection from all types of harm or abuse. Develop and maximize their ability to communicate and interact socially with others. Develop their ability to think flexibly, effectively, and independently. Successfully use strategies to help them manage challenges presented by their Autistic Spectrum Disorder. Have goals and aspirations for their life beyond school and are as independent as possible in their ability to achieve them. Are equipped and confident to take their place in society able to be proactive and productive members of society, accessing opportunities to continue learning or working. To do this we ensure that: Pupils placed at Kestrel House are all equally valued, respected, and nurtured. Pupil’s needs, including challenging behaviors, are rigorously assessed, understood, and supported. Kestrel House offers a school environment that meets the needs of pupils with Autistic Spectrum Disorders in terms of structure, resources, visual and communication support. Kestrel House offers a broad, balanced, and relevant curriculum that meets the needs of pupils with Autistic Spectrum Disorders tailored to be child-centered, specialized, and personalized. We actively promote understanding of autism in the wider community. “At Kestrel we understand the way that autism impacts each child differently and find the right approach and strategy to help them move forward and progress. We recognize and value pupils for their unique strengths and contribution to our school community.” At Kestrel House School, our multi-disciplinary approach to learning forms a curriculum that is personalized and sensitive to every pupil’s needs. We use a range of well-recognized strategies and approaches in the fields of autism and education that have an evidence base demonstrating their effectiveness. View full school

Priory Education and Children’s Services aims to make a real and lasting difference to young people’s lives through quality education, care, and health solutions leading to the very best individual outcomes. Our teams' expertise provides individuals who have experienced difficulties in mainstream or existing specialist settings, with the chance to fulfill their potential and be well-prepared for adult life. We aim to deliver high-quality, long-term solutions for young people in need of specialist support, including those who face the most challenging difficulties with highly complex needs. We support young people with autism, with emotional, behavioral, or mental health difficulties, and also specific learning difficulties such as dyslexia. Whatever an individual’s needs, our schools, colleges, and children's homes offer stable placements to help young people develop their education, social, and independence skills so they can fulfill their potential. A nationwide network of services, meaning a high-quality education and care placement can be offered locally Proven experience in delivering first-class residential care Exceptional and quality outcomes demonstrating the lasting value of placements A broad and balanced curriculum, including vocational routes into sustainable employment Nationally recognized qualifications and accreditations Onward pathways across the Priory Group into further education or supported living if required Some of the UK’s leading experts in working with young people with autism and challenging behaviors Modern, well-equipped facilities, designed to meet students’ holistic needs We identify and provide the specialist support a young person needs to re-engage with learning and work towards their future aspirations. In 2015, 98.4% of our leavers successfully moved onto employment, education, training, and/or planned onward residential care pathways. We develop personalized care plans in consultation with young people, families, and commissioners that focus on building independence. We offer flexible placements for up to 52 weeks per year in high-quality, family-style homes, designed to meet the needs of the individual. We provide safe, nurturing environments where students from around the world can access a first-class British education. Set in stunning locations, our schools and colleges offer international students the chance to follow a well-rounded curriculum and achieve UK qualifications and accreditations. Rated as ‘Outstanding by Ofsted, Priory Fostering Service provides stable care placements for vulnerable children and young people up to 18 years old. We provide placements for brother and sister and parent and child groups. We aim to achieve the best possible outcomes for young people and deliver lasting value for money. We work closely with Local Authorities from across the UK to offer exceptional education and care services which result in successful placements for young people aged 5 to 25. Our network of specialist schools, FE colleges, children’s homes, and fostering services can help young people to reach their potential. The services we provide include: A nationwide network of services, meaning a high-quality education and care placement can be offered locally Proven experience in delivering first-class residential care Exceptional outcomes demonstrating the lasting value of placements A broad and balanced curriculum, including vocational routes into sustainable employment Nationally recognized qualifications and accreditations Onward pathways across the Priory Group into further education or supported living if required Some of the UK’s leading experts in working with young people with autism and challenging behaviors Modern, well-equipped facilities, designed to meet students’ holistic needs We have an in-depth understanding of these challenges and how they can affect a young person, both academically and socially. This awareness shapes everything we do, from the subjects offered to the design and decoration of our buildings. Our services are specifically designed to ensure these vulnerable young people fulfill their potential. Our learning and development packages consider every element of a young person’s experience during their time with us. By understanding an individual’s needs we can create the most effective programs that deliver the best possible outcomes. View full school

Hyland House School is one of more than five thousand schools, colleges, and universities operated throughout the world by the Seventh-Day Adventist Organisation. We are a Christ-centered, dynamic, co-educational School small enough for each child to remain an individual and not lose his/her identity. The school’s warm, friendly atmosphere supported by firm yet kindly discipline provides an environment in which children may develop their abilities with confidence. Self-reliance, courtesy, thoughtfulness for others, respect for people, property, and rules, are important aspects of school life. We aim to produce confident & well-rounded individuals who, within a supportive and friendly community, have developed their potential academically, culturally & socially and are empowered to become positive and effective citizens within the 21st-century world, with the character to live out the principle of ‘Achieving Excellence. This is largely due to a team of Christian, talented, professional, and committed staff that cares for their students. At Hyland House, we are striving towards ensuring that all our pupils have the essential knowledge, skills, understanding, and attitudes to enable them to achieve in a changing world. Our aspirations for our children throughout the 21st Century encompass technology and the development of learning communities where education is viewed as a lifelong activity. At Hyland House, high standards of teaching and learning underpin a commitment to success for all, where everyone feels safe, valued, and fulfilled. At our core, we believe in traditional values. We expect and demand good manners, discipline, and respect. We understand the need to deliver the highest possible academic standards for all pupils and make sure that they are stretched to reach their full potential. Vision: To adopt a whole school policy approach in developing a broad and balanced curriculum to meet the needs of all pupils. To develop greater participation between teachers, pupils, the School Board, and the community. To develop each pupil’s full potential in achieving excellence in educational standards. To improve the general ethos and physical environment of the school. Mission Statement: Hyland House Seventh-Day Adventist School is dedicated to the development of the mental, physical, emotional, and spiritual well-being of pupils. We aim to develop the potential and excellence of each pupil through a committed, dedicated, and qualified staff in partnership with parents, governors, and the community. We recognize that this is accomplished in a caring and organized environment. View full school

Challenge is an important part of what Hurtwood is all about. Students learn to cope with change, to discover themselves, and to learn how to get the best out of themselves. It is through rising to these challenges that their characters and personalities are shaped and defined. When you visit, you are likely to be struck by the maturity of Hurtwood students and by the fact that they are already moving forward in life as happy, well-rounded, and self-confident young adults. View full school

We are a non-selective school at Reception entry that prides itself on providing children with a rich and varied curriculum. We have a reputation for being a very warm, nurturing, and inclusive school, and yet there is a very real academic rigor here, driven by hugely talented teaching staff and no better illustrated than by our record-breaking 11+ results this year. We now have 430 children enjoying an excellent Hornsby education, on a fantastic site between Balham and Wandsworth Common. Visitors to Hornsby House often notice the confidence, good manners, and exemplary behavior of our children, but even more, they comment upon the wonderful feel of the school. Our Core Values, produced by the children, are at the heart of all that we do Helpful Offer friendship Respectful and Polite Neighborly Supportive Be kind Yourself, your school Hornsby House is a welcoming and friendly place. It is a happy environment to work in for children and staff alike because of the excellent relationships we build with one another. We have a positive discipline system whereby we aim to reward good behavior. Children strive to earn House Points every day as individuals and work together to win the Class Shield or fly their House flag each week. For many children, being part of the winning House at the end of term is the greatest honor. Our children are encouraged to work together and look after each other. Year 6 children enjoy taking on increased responsibility. Our Head Boy, Head Girl, and House Captains in Year 6 set an example to their peers. Older children read with younger ones regularly and on House Day each term children are taught in Houses rather than classes. When working individually, in pairs or groups, or teams, our pupils support one another and enjoy each other’s company. It is this aspect of the school, even more than our outstanding academic and extra-curricular reputation, of which we are most proud. At Hornsby House, we are very proud of our academic record. Entry at Reception is non-selective and we work to achieve the best progress for each individual by adapting our approach to challenge them or give support as needed. Thus our pupils achieve excellent results in senior school entrance exams and many win scholarships and awards. Our curriculum is carefully designed to take a child from Reception through to senior school. The demands made upon the children increase slightly each year. We believe that a balanced timetable is important in nurturing well-rounded children and so, whilst English and mathematics are taught daily, a full range of subjects are taught each week. We plan that every pupil will enjoy the feeling of success every day. laces for the Reception Classes are offered one year in advance of entry. Registered siblings and the children of staff have priority for entry to the Reception Classes and places will be offered in order of "age of the child at registration", that is, the time elapsed between the date of birth and the date of registration in years, months and days. Please note that confirmation of registration is not a guarantee of a place at the school. Our Reception teachers and assistants form a strong, dedicated team to make sure your child gets the best possible start to school life. Reading and writing are just part of the early school experience at Hornsby House. This is reflected in our Foundation Stage curriculum which places equal emphasis on academic learning and personal development. We follow the Early Years Foundation Stage Curriculum, which incorporates seven different areas of learning: Communication and Language Development Physical Development Personal, Social and Emotional Development Literacy Development Mathematics Understanding the World Expressive Arts and Design. We offer specialist PE, French, ICT, music, dance, and drama teaching from the very start. Bright classrooms, extensive resources, and outdoor space are designed to encourage children to take a hands-on approach to learn. Play is central to the experience, and children are given every opportunity to learn through role-play and collaboration. A few occasional places may become available for entry into Years 1 to 6. Children wishing to enter the school in these year groups must be registered by November of the previous year and will then be invited to attend an assessment in January for entry the following September. Our outstanding co-curricular program is one of the strengths of Hornsby House. Our school journeys and wide range of after-school clubs are designed to expand the children’s experience beyond the normal school curriculum. Children have the opportunity to extend their skills, knowledge, and enjoyment of activities with which they are already familiar as well as experiencing new ones. View full school

Holmewood House prep school in Tunbridge Wells is very much a family school where the positive relationships between the teachers and pupils allow us to get to know and understand the individual needs of every child. We foster their talents and nurture their growth through a broad, balanced, challenging, and exciting curriculum and, in doing so, create an environment whereby each child is provided with every opportunity to fulfill their potential. We believe that emotional and social well-being, self-esteem, happiness, and confidence are of prime importance and are in themselves inextricably linked to academic progress. Holmewood House is a co-educational, non-selective school for boys and girls aged 3-13 years, situated on 30 acres of glorious grounds in Tunbridge Wells. Holmewood House provides a broad, well-balanced curriculum with outstanding teachers in what is very much a family school where the positive relationships between the teachers and children allow staff to get to know and understand the individual needs of every child. They foster their talents and nurture their growth through a challenging and exciting curriculum. The school wholeheartedly believes that emotional and social well-being, self-esteem, happiness, and confidence are of prime importance and are in themselves inextricably linked to academic progress. Staff is excited by the curiosity and thirst for learning that each child, regardless of their ability, naturally displays. They work hard to allow each child to ask why, to query, and to have the time to develop their thoughts into fresh discoveries and innovations and, in doing so, overcome the challenges faced. The result is the celebration of learning – a reward in its own right! The wonderful environment and outstanding facilities provide a strong framework upon which the ethos of ‘allowing children to be children can be achieved. Childhood is full of exciting new experiences which, parents and teachers relive, through the eyes and laughter of the children. The relationship between home and school is of fundamental importance in ensuring every child is surrounded by the love, care, and guidance that they require as they make their way through their educational journey. In short, the partnership allows the children to enjoy the most important journey of all: childhood. We encourage children to become independent, creative, and critical learners who aim for standards of excellence in all that they do. We encourage them to become their best selves in the fullest sense. We believe that emotional and social well-being, self-esteem, and confidence are inextricably linked with academic progress and we aim to teach children resilience and an appreciation of global opportunities and developments in an ever-changing world. We believe that respect for children, faith in children, and an ability to see the world through their eyes should inform our teaching and our care. We aim for the children at Holmewood to have a generosity of spirit and empathy and to understand the importance of the values of kindness, self-belief, and aspiration. In all that we do, we aim to work closely with parents, guardians, and the children themselves. View full school

Holland House School is an independent, non-denominational school in Edgware, Middlesex, for boys and girls from four to eleven years of age. Holland House is a well-established school with a high reputation for academic excellence. As a result of a major development of the building and classroom, the School now offers a modern teaching environment where children follow a traditional academic program of study. The schedule of lessons takes account of the creative and expressive needs of children. All children are provided with ample opportunity to experience a variety of games and sport. In 1983 the School was enlarged to accommodate 140 children in a purpose-built modern building. In 2008/2009 a major refurbishment of the School was completed to provide up-to-date facilities that include a computer suite, an art/drama/music room, interactive Smartboards, and new administrative offices. A new school library and kitchen extension were added in 2010. Holland House is an academically selective school that provides a high-quality learning environment that aims to provide an opportunity for every child to reach their potential. We recognize each child to be unique with individual needs and talents. We support pupils’ development in a stimulating and creative academic environment. Pupils are well prepared for their next school and their future lives in a fast-moving and challenging world. Staff at Holland House are experienced and highly qualified. The school is small enough to give each child the attention he or she needs to flourish and large enough to incorporate all the elements of comprehensive modern education. The Governors of Holland House School operate a bursary fund from which grants can be made for the benefit of a child who qualifies for entry to the School but whose parents cannot afford the full fees. Further information is available from the School Office. Early application is essential and forms must be completed and returned to the School Office before the child's interview. We aim to provide a school where children are happy and productive. We believe that education can be fun and that enjoyment of school life does not preclude high academic achievement. We believe that confidence and self-esteem, even in the young child, follow intellectual development be it academic or moral. All children are strongly motivated by the staff to give their best in the belief that every child has something important to offer. Achievement, in whatever field, is rewarded. Each child is helped to discover and do what is right, to continually develop all the qualities of good character, including productiveness, honesty, and justice to all. Holland House School seeks to identify the most that each child can do and then make it possible for each child to achieve the most. Holland House School is committed to providing a high standard of education to ensure academic excellence and to encourage pupils to achieve their highest potential in an environment that respects the individual and values of honesty, fairness, and tolerance. View full school

Holland House Infant School and Nursery is a two-form entry school catering from three years of age in our nursery to seven years of age in year 2. We have very high expectations at Holland House and we are committed to providing every child with the best possible educational experience which includes a creative and fulfilling curriculum that is broad and balanced. We actively encourage the local community to become involved in the life of the school and we recognize how important it is to work in partnership with parents and carers to ensure the best possible outcomes for all learners at Holland House and that of our families. At Holland House, we are all, 'Happy and Hard Working.' At Holland House Infant School and Nursery we aim to: Encourage everyone in our school to strive for excellence by always celebrating their successes and achievements. Care for everyone in our school and value what each person brings. Welcome families and the wider community to take an active part in school life. To create a stimulating environment that promotes independence where learning is fun! At Holland House, we offer a broad and balanced curriculum that is delivered using a multi-sensory and cross-curricular approach using a topic-based thematic style. We have implemented the ‘Prospectus Curriculum’, however, to ensure that the curriculum is inclusive and relevant to ‘our children’ we continually review and adapt the curriculum to suit the needs and interests of our pupils. At the start of each topic, we gather information about what the children already know and understand and then determine what they want to find out to further their knowledge and understanding further, we then use this information to inform our planning. This ensures that every child is included and valued and that their interests, skills, and talents are incorporated into teaching and learning at Holland House. By continuously adapting our curriculum to the changing needs and interests of our pupils we are ensuring that teaching and learning remain highly engaging and purposeful. At the end of each topic, the children share what they have learned and experienced and subsequently celebrate answering the questions that were generated at the beginning of the unit. The impact of the curriculum at Holland House can be seen and measured as pupils are observed applying the skills that they have learned using a variety of different learning styles within a range of different contexts, both independently and with others. This allows children to develop the depth of their understanding and also informs class teacher assessment. At Holland House, we believe parents should be at the heart of their children's education so we include them in the curriculum in a variety of ways. At the start of each term, we share year-specific curriculum booklets outlining their child’s learning for that term, and each week we send out a newsletter with a round-up of the learning that has taken place that week. Throughout the academic year, we invite parents into school to share in their children’s learning – inspire parent workshops, STEP events, galleries of the children’s work, and class assemblies. View full school

Hereward House, a preparatory school for boys aged 4-13, was founded in 1951 and is accredited by the Independent Association of Preparatory Schools. We aim to provide a warm, welcoming, and safe atmosphere in which every child can thrive and feel comfortable. Whilst embracing the highest academic aspirations for our boys, we believe that a school should not be an exam factory. We strive to create a stimulating, purposeful, safe, and happy community, where every child feels valued and secure. We aim to be a school where boys will be encouraged and assisted to develop academically, morally, emotionally, culturally, and physically. It is our belief each one should enjoy his school days and reflect upon them with pride, pleasure, and affection. We are preparing boys not just for senior school, but for life. The school seeks to provide a lively, stimulating, and intellectually demanding education in a friendly and well-disciplined environment. Modern approaches are employed alongside those traditional methods that have proved their worth. The Headmaster, Pascal Evans, leads a highly qualified and dedicated team. The curriculum is varied and interesting, and almost every boy learns an instrument. Games, especially team sports, are important. Supported by Leonie Sampson, the Chair of Governors, who has been ahead for over 30 years. She can be contacted via the school number throughout the year. By providing a happy and challenging environment, the school aims to meet the needs of the individual child, enabling him to reach the highest standards of personal achievement in both academic and non-academic fields. Hereward House provides the firm foundation boys need to achieve fine results at Common Entrance and scholarship and the skills to succeed in their Senior Schools and life. At Hereward House, we aim to provide a warm, welcoming, and safe atmosphere in which every child can thrive and feel comfortable. Whilst embracing the highest academic aspirations for our boys, we believe that a school should not be an exam factory. We strive to create a stimulating, purposeful, safe, and happy community, where every child feels valued and secure. We aim to be a school where boys will be encouraged and assisted to develop academically, morally, emotionally, culturally, and physically. It is our belief each one should enjoy his school days and reflect upon them with pride, pleasure, and affection. We are preparing boys not just for senior school, but for life. The School is highly successful in fulfilling its aim to provide an environment in which pupils can develop academically, morally, emotionally, culturally, and physically. As a result of excellent teaching throughout the school, pupils make extremely good progress, achieve particularly high standards in their common entrance examinations, and gain places at secondary schools with high standards of entry. The school provides a warm, welcoming safe and happy atmosphere as stated in its aims and as seen through the excellent relationships between staff and pupils. The strong emphasis placed on pupils’ spiritual, moral, social, and cultural development from the EYFS through to Year 8 results in pupils who are confident and self-assured and who have the positive attitudes to work. The school has responded effectively to the recommendations of the previous inspection. Links with parents are strong, and the overwhelming majority have extremely positive views about the quality of the education and the support provided for their children. The quality of the teaching and the quality of the pupils’ achievements and learning were both rated excellent (the highest accolade) however, we are delighted that the quality of the pupils’ personal development is also deemed to be excellent. View full school

Heathfield House School is an independent primary school for boys and girls from four to eleven years. The school aims to provide a stimulating, well-balanced, and varied education, helping each child to develop his or her full potential intellectually, socially, and physically. The school’s strength lies in its small and vibrant community, in which each child’s individual needs, strengths, and interests are recognized and valued in a secure, supportive and caring environment. The children of Heathfield House School are confident, curious, and enthusiastic learners, able to think independently and live happily and co-operatively. All children learn in different ways. All our classes are taught by qualified, dedicated, and caring teachers. Our teaching methods combine many different approaches and resources to inspire the children’s learning. The school aims to provide a stimulating, well-balanced, and varied education helping each child to develop his or her full potential intellectually, socially, and physically. The school provides a safe and supportive environment in which children are confident to give everything a go. The friendly and happy atmosphere of the school encourages children to do their best and acquire a positive attitude towards learning. The children of Heathfield House School are confident, enthusiastic, and curious learners able to think independently and live happily and co-operatively. We strive to provide an extensive extracurricular program for children to discover their strengths and talents. Class sizes are between eighteen and twenty to provide the individual attention on which children thrive, whilst large enough to provide opportunities for learning social skills and forming a range of relationships. A formal, structured, and challenging academic curriculum is provided, enriched with more creative, physical, and social aspects of learning in equal measure. All children are regularly assessed so that their academic and personal achievements and needs are understood. Care is taken to strike the right balance for preparing children for the future and preserving their childhood. Support is given to ensure children deal with challenges effectively. Social and pastoral care starts in lessons with circle time and extends through the school utilizing buddy systems, parental contact, and external specialists when required. Above all the school aims to provide an education which allows children to enjoy and look forward to each day as they accumulate the skills necessary to achieve success in their future school careers. View full school

All children are introduced to and understand the school’s ethos.‘Give me a place to stand and I will move the Earth.’ With that in mind, and with further inclusion of the school motto ‘Work Hard and Play Hard, the children develop a strong sense of self-worth with the added value of a work ethic which ultimately is reflected in their achievements. In the all-around child who will progress to the next stage of education with self-esteem, self-confidence, and resilience. In good manners, that a child will at all times be courteous and thoughtful towards those whom he/she meets, where qualities of kindness, honesty, tolerance, and consideration are essential pre-requisites for a child's development. In physical fitness and the striving for excellence in the sporting endeavor. We believe in a competition conducted within the rules of a game, fair play, and good sportsmanship. In the individuality of the child, that each child is encouraged and treated fairly according to the range of abilities and his/her particular needs. Inequality of opportunity and treatment between the sexes, different age groups, nationalities, and creeds. Ambition and hard work as honorable and vital qualities. In independence and self-reliance - that children be taught to look after themselves and others, to cope and hold their own, in any situation. That a child should be taught the skills of the personal organization so that progress is not hindered through inefficiency and that maximum benefit be derived from all challenges and opportunities. Happiness is firmly rooted in the child's belief that he/she is appreciated, loved, and understood. In this way, a child's potential may be wholly realized while remaining happy at school. Our school day is busy where children feel a sense of excitement and achievement – a fast structured pace giving a sense of urgency in their quest for excellence. The school timetable encourages children to work hard in the mornings and then after lunch, children are very active and take part in sporting and creative activities. Trips, educational visits, and workshops are wide-ranging and packed into an activity-filled academic year. The school also has a busy and diverse Extra-Curricular program, with daily Extra-Curricular Clubs and a variety of residential trips for Heath House pupils. Heath House has an excellent academic record at 11+ entry to leading independent and grammar secondary schools. Class sizes are kept as small as possible to enable maximum attention for each child and greater pupil participation. The maximum class size is 16. The Heath House classroom priorities are: To provide a stimulating classroom environment where pupils may happily say when they do not understand. To achieve through motivation, where children are set to clear objectives which challenge their enquiring minds in the pursuit of excellence. To provide a structured environment where children can actively engage in discussion, debate, or drama, yet provide quiet surroundings for learning and investigating. To respond to the individual needs of the members of the class, working to their levels and helping pupils achieve their potential. To aim to teach through practical example, case studies, and experience. Heath House Preparatory School is an accredited member of the Independent Schools Association (ISA) and is inspected by the Independent Schools Inspectorate (ISI). View full school

At Harris Primary Academy Kent House, we believe that happiness is the key to success. Our children work within a happy and caring environment where their individual needs are met and talents nurtured. Our aim is that all of our children enjoy success at primary school, so we set high expectations and provide support to ensure they receive the best education. We are pleased that the hard work and dedication of our staff team was recognized by OFSTED when they visited us in May 2016. We were graded 'Outstanding' in all areas. You can read the full report if you click here. What the inspection team, and all visitors to our school, noticed was that the children at HPAKH are its best ambassadors. It is their school, and the adults who work here do so to enable them to be the best they can be. 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. Whatever a child’s background or starting point, we want to make sure that they finish Year 6 with the academic skills, social skills, and knowledge necessary to succeed. Every lesson at our school is creative and there is plenty of time for children to think, to play, to discover and wonder. Each child is taught in the way that suits them best and we step in quickly if a change is needed. For some children, this might involve one-to-one support if they are finding something difficult and for others, it could mean stretching them more to keep them interested. Our Academy is relaxed and comfortable but pupils know that good behavior is expected of them. They are frequently praised and rewarded for trying their best and for being kind, hard-working, and well-behaved. We want the Academy to feel friendly and welcoming and we always make sure that every pupil has at least one friend. Our children are taught to respect each other and their teachers. There is a zero-tolerance approach to any type of bullying. View full school

At Hampton Court House, we strive to equip our children with the emotional literacy they will require to negotiate the vicissitudes of life and thus to find happiness and fulfillment. Hampton Court House is an independent co-educational school. We take children from Nursery (three-year-olds) to Year 13 (eighteen-year-olds). The Sixth Form opened in September 2015. All students are prepared for 13+ Common Entrance and/or scholarship examinations of the leading boys’ and girls’ schools, although most children elect to stay on to take their GCSEs and A levels at Hampton Court House. Hampton Court House is situated in its private parkland, a 30 to 40-minute drive from Central London or a 35-minute train journey from Waterloo Station. It is important to us that children enjoy being here and look forward to coming to school. We wish to lay the foundations of a lifelong love of learning. The School is distinctive in the weight we place on achieving fluency in other languages we instill in all our pupils a firm cultural and artistic framework, which underpins all their academic studies. And we seek to empower our students with the confidence to express themselves effectively in both their public and private lives. We work with sparkling young minds – which sometimes need to be channeled and which sometimes need to be given free rein. Such is the paradox of education – there are no rules. Original thought requires the ability to think beyond, to adapt, to change, and to innovate. All this is quite different from that necessary and vital skill of passing examinations, where there most certainly are rules (they’re called ‘mark schemes’) to be followed. At Hampton Court House, we value the diverse ethnic backgrounds of our pupils and staff. We note the Department for Education’s (DfE) requirement “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs” and these values are at the heart of our school culture. Academic excellence is developed in all our students through our commitment to an intellectual, creative, and questioning environment. We value individuality, originality, and independence we provide inspirational, traditional lessons with content-driven teaching. We believe the genius of creative expression is built upon the confidence of sure foundations. We strive to give our students the best possible grounding to take on life’s challenges, through their knowledge of other cultures and languages, and their self-awareness, and their acquisition of effective communication skills, so that they may influence and shape the future. Hampton Courthouse has an extensive and diverse co-curricular program that runs throughout the school from Early Years to Sixth Form. We have a wide base of clubs and societies which evolve to meet the needs of our students. If a student has a particular interest that they would like to pursue, foster, or propagate then we will do what we can to help them. We encourage students to take part in at least one club a term with most choosing to do more. The curriculum is taught through discrete subjects. Each subject teacher is a member of a department combining similar subjects. The members of the department meet most weeks to discuss progress, cross-curricular links and activities, differentiation strategies, and Gifted and Talented enhancements. The schemes of work should set out the range of topics for each subject to be taught over each term, how individual topics are to be taught, what resources will be used, and what opportunities will be taken for assessing pupils’ learning and progress. Each department has also written a handbook detailing the principles and vision of the department. The handbooks also detail textbooks and resources used in assessment and evaluation outline advice on applying school policy in the context of the subject of a department development plan. The Early Years is guided by and compliant with the EYFS Framework and goes beyond this significantly in some areas such as the early introduction for foreign languages, an early reading program, the Forest School provision, and specialist teaching in art, ballet, and music. View full school

At Halley House School, we have rightfully high expectations and standards for every pupil. Working actively in partnership with our children, staff, parents, and local community, we will support and guide our pupils to reach their full potential academically, socially, and emotionally. Halley House will enable its pupils to take confidence from, and enjoyment in, everything they do and will place them at the heart of a vibrant, thriving school community. We have a fantastic team of staff, governors, families, and community members supporting our school and helping to make it the success we envisage – why not come along to one of our open mornings, weekly Stay & Play sessions, or one of our many charitable or fundraising events to see for yourself and find out a bit more! I would be delighted to meet you and show you our flourishing school. We opened our doors to our founding pupils and families on Monday 7th September 2015 and will grow year on year until we are at capacity in 2021. We pride ourselves on offering a broad, balanced, and rich curriculum, with a sharp focus on early literacy skills, ICT, and Outdoor Learning. We also have an extensive enrichment program, offering Spanish, LAMDA, sports, performance, and specialist music provision as part of the school day and in our After School Club provision. We firmly believe in providing a highly individualized approach to education, which includes limiting group sizes to 15 pupils for core subjects, allowing all of our children opportunities to exploit their existing strengths and interests, whilst supporting their development needs. We strive to develop our children’s curiosity and independence through innovative and creative approaches, providing them with the skills and knowledge they need to help them progress to the next stage of their education and beyond. We offer all of this within a uniquely warm and nurturing environment, allowing every child to Learn, Enjoy and Succeed. Education at Halley House School is for life. Each student will leave the school, not only with the best possible educational attainment, particularly in the basic skills of literacy and numeracy but also with the skills and attitudes needed to succeed and achieve fulfillment in a changing world and to make a positive contribution as responsible and valuable members of society. As a parent, you can expect excellence, both in how we teach and nurture your child. We foster a positive attitude to life, encouraging a ‘be interested and be interesting’ attitude by providing a rich learning environment full of arts, drama, sport, music, and academic rigor. Bellevue Place children are happy, confident, successful ‘all rounders’ who expect to win and achieve in an inclusive setting where children, parents, and school staff work together to provide the best. Our commitment to you and your child is that we will teach them to learn, enjoy and succeed both in their school career and beyond. BPET is a new model for education delivery in the state sector. Established in 2012, the organization is a joint venture between two organizations that are passionate about providing high-quality education provision. These two organizations bring together the very best of the fee-paying Independent sector – Bellevue Education Ltd – experienced in running 15 independent schools in the UK and Switzerland with a highly-regarded education consultancy – Place Group – with experience in the state sector for efficiency of supply in setting up new schools and converting academies, along with driving value for money and compliance. The BPET Board consists equally of these two partner organizations, driving forward education improvement in the schools we work with. Halley House School is overseen and maintained by Bellevue Place Education Trust, which is the charitable body that employs the staff, owns the land, and sets the admissions arrangements for the school. Halley House is a fully inclusive school where the learning and development needs of every child matter. We promote an inclusive ethos across the school community and are dedicated to ensuring all pupils achieve their potential personally, socially, emotionally, and academically. Halley House is committed to early identification of children with SEND and our dedicated school Special Educational Needs Coordinator (SENCO) and class teachers work closely with parents and carers and other professionals to ensure that children’s individual learning needs are identified and closely monitored to ensure that your child continues to successfully access the curriculum and fulfill their learning potential. At Halley House, our Inclusion Leader is Ms. Soozii Lim. She is responsible for overseeing the SEND policy and coordinating specific provisions to support children with SEND. She will also coordinate with external agencies and specialists to incorporate their advice as and when needed. The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and those that are not, by ensuring that funding to tackle disadvantage reaches the pupils who need it most. The Pupil Premium was introduced in April 2011 after research demonstrated that children from disadvantaged backgrounds were far less likely to get good GCSE results. Attainment statistics published in January 2014 showed that in 2013 37.9% of pupils who qualified for free school meals achieved 5 GCSEs, including English and mathematics at A* to C, compared with 64.6% of pupils who do not qualify. View full school

Gumley has over 175 years of experience in Catholic education. Established in 1841 Gumley has continued to flourish as an FCJ center of educational excellence. The education we provide at Gumley is firmly rooted in Gospel values where the intrinsic worth and education of the whole person is paramount. Consequently, the spiritual, emotional, physical, and mental health of our students is as important to us as their academic studies. We provide a broad, balanced education where skills are developed and a passion and life-long love for learning is fostered. Students are encouraged to discover new talents and are provided with opportunities and support to realize these talents and enrich the ones they already have. In keeping with our tradition, we strive to empower our students to become informed, independent, confident, articulate, and responsible young women and men. Gumley has a strong sense of community, characterized by a warm and compassionate atmosphere. We respect and care for each individual and this is the key to our tremendous strength. Our students are given every assistance to be of real service in the local and global community. Our long-standing and established international profile and links provide students with unique opportunities to develop their understanding of the wider world, these include visits to China, India, Kenya, and the USA, as well as those closer to homes such as Iceland, Lille, Lourdes, Rome, Paris, and Valencia. Students achieve greater cultural empathy through these experiences that are also often, life-changing for them. As a Catholic school, we have a strong ethos that reflects our Christian values, making our school a vibrant learning community where staff and students thrive together. At Gumley we are committed to the high achievement of all our students, whatever their needs and abilities, from the moment they are welcomed into the school in Year 7 until they leave to go on to university, college, or employment. We cultivate success and foster the highest aspirations through excellent teaching while celebrating the good in every individual. View full school

Happiness is in abundance here. This is largely due to the strong family ethos that is Finton House, preserved by upholding the two founding principles of the school with a non-selective intake and a fully inclusive education. From the first day in our Reception class, children are nurtured and guided through a range of quality learning experiences, leaving us at the end of Year 6 as confident, caring, and responsible young people with a love for learning. Our highly successful record of entry into first-choice schools at 11+, including a high percentage of scholarships and awards, is something we are very proud of. Pupils of all ability thrive at Finton House, including those with special needs. The happy faces of the pupils and staff throughout this website are not staged, they are just an honest reflection of this secure and caring learning environment. Look out for the specialist facilities enjoyed by Science, Design & Technology, Music and Art as well as the large sports field where children of all ages are coached in a variety of sport and enjoy a full fixture list. The school motto "Open Hearts and Guiding Hands" sums up the warm and caring relationships that we aim to promote to deliver the best education. Finton House was founded in 1987 as a charitable trust with two principles in mind. Firstly that young children should not have to face the pressures of a competitive entry system. Secondly that of providing an inclusive environment, where all children, including those with specific needs, have the same opportunities. These principles underpin the educational experience at Finton House. Aims of the school are at Finton House Everyone feels safe, happy, and valued. Boys and girls of all abilities, including the ablest and those with special educational needs, are nurtured and challenged to make excellent personal and academic progress. The education is broad, embracing technology as well as using the outdoors, allowing children to discover their strengths and passions. Children learn how to lead a healthy life to flourish in a rapidly changing world. At Finton House, we believe that children learn better when they are confident and inspired. This belief informs our approach to education. Small class sizes, specialist teaching, cross-curricular integration, workshops, trips, and special events all contribute to the development of a love of learning. Finton House provides a broad and balanced curriculum, extending beyond the National Curriculum. The timetable includes English, Maths, Science, Computing, PSHEE (Personal, Social, Health and Economic Education), Languages, Art, Design & Technology, Drama, Dance, Music, Reasoning, Religious Education, Games and Critical Thinking. We aim to develop key skills and an enthusiastic approach to learning that will remain with the children long after they have left us. Finton House has a committed and well-qualified teaching staff made up of class teachers and subject specialists. A high staff to pupil ratio and small teaching groups mean children learn effectively and make rapid progress. The class teacher develops a close relationship with the children and is responsible for each child's pastoral care. There are strong home-school links, and frequent opportunities to discuss children's progress and welfare. View full school

Our school is a community in which everyone works happily and purposefully together. It is our vision that by the end of their time at Eagle House School, all of our learners will have a sense of achievement, raised self-esteem, and will leave us with a positive attitude to future life and learning. Eagle House Group was created in 2004 to support the growing number of families of children with autism who were unable to find an appropriate school for their child. We are a family-owned company and believe that support for the family lies at the heart of what we do. We understand that attempting to find the right school for your child can be both daunting and exhausting. We also understand that parents and carers need to talk through their questions in an informal and supportive manner. Adele Wadey, our Parent Liaison Officer will be happy to talk to you about our admissions process and advise you on how to approach your local authority. We can also offer an assessment process with Louise, our Admissions, Reviews, and Transitions Manager, based on parent referrals. On receipt of your child’s papers, Louise or Adele will strive to contact you within 48 hours. They will give you an indication of whether a place is available for your child within a suitable peer group and their suitability. If a place is available, we will arrange to come and meet you and your child at home where we will carry out an initial assessment and gather further information from you. Louise will then discuss your child with the school’s admissions panel to decide the suitability of the placement. To ensure the best possible outcome, we will invite your child into school for a ‘sit in’, which will take between 1 and 3 days depending on the complexity of their needs. If the Head of Education feels that Eagle House School can meet your child’s needs then we will write to you informing you of this within 7 days of their ‘sit in’, unless a further ‘sit in’ is required. If we feel Eagle House School is not suitable for your child, Adele or Louise will discuss this with you and offer suggestions for alternative provision if required. The aim of our special needs education is to unlock the full potential of each learner by creating a school day that is motivating, rewarding, and purposeful. We recognize that successful learning is achieved through an irresistible combination of fun and positive experiences. Academically, we provide a general education befitting each pupil’s talents and follow the National Curriculum or the Early Years Foundation Stage (EYFS) and, where appropriate, ‘P’ Levels. Pupils are taught in small groups of 5 or 6 per class depending on need. All pupils follow the National Curriculum, delivered at their level of ability and personalized to their needs and interests. The curriculum, which includes maths, English, science, computing, and a broad range of other subjects, is planned, delivered, and recorded around a 3-year cycle of half-termly topics, ensuring pupils receive a good breadth and balance. To meet all of our pupil’s educational needs, we design a curriculum to suit every individual ensuring an exciting and meaningful experience, which we deliver through practical and visual learning. We aim to encourage your child to participate in class and enjoy learning, perhaps for the very first time. We recognize that our pupils experience the curriculum in different ways and have a different starting point. We make careful adjustments for your child in their classroom based on their statement or Educational, Health & Care plan and their baseline assessment, which happens within the first 6 weeks of them being here with us at school. Curriculum planning is carried out at 4 different levels of ability for each class topic and your child’s profile will help us to find the most suitable level for them. Our teachers develop Schemes of work for all subject areas within each of the 4 levels for each topic and incorporate the special interests of your child to ensure that the lessons are relevant and motivating for them. Each teacher plans and records lessons meticulously, detailing every activity and outcome to ensure that your child’s targets and learning objectives are central to their learning. Your child’s learning outcomes are assessed and evaluated by staff daily and this keeps their learning on track. Additional support is available for pupils throughout the school day both in and out of the classroom. In the classroom, there is a high staff to pupil ratio to ensure that your child receives the support they need to achieve their learning outcomes. We hold weekly meetings to discuss pupils who may be struggling and will look at raising the level of support for as long as necessary. This will always be discussed in partnership with you. View full school

Welcome to our school. We are a lively, busy and hard-working school where all our pupils are helped to achieve the best they can. Children are central to all we do and our school is a way of life for all pupils. We unashamedly offer lots and know that busy children are happy and fulfilled children. We are in the business of teaching children to a high standard, turning them into confident and interested learners, but the Eagle House experience offers more than this. Our academic, cultural, sporting, moral, and enrichment focus helps children understand and appreciate that variety is the key to becoming a rounded, responsible, and confident young person. Learning for Life means that children benefit from an all-around education. They can feel confident in the classroom, on the games field, on stage, in the concert hall, and the community. We want our children to learn and each individual is given the chance to stretch him or herself in every area. We are lucky to benefit from bright learning environments from classrooms to our performing arts studio, science laboratories to the Design Technology center, and the swimming pool to the Sports Hall. All these areas and more encourage Eagle House children to be adventurous and inquisitive. We benefit from the excellent facilities at Wellington College and our pupils and staff share in the innovative learning that the Wellington Group is renowned for. It is not just facilities that mark out a school, it is the atmosphere that runs throughout the community. At Eagle House children and adults work in a happy, stimulating, and engaging environment. We often say that Eagle House children have the time of their lives and we firmly believe this. Learning for Life at Eagle House opens the doors to all sorts of opportunities and this results in children who are highly motivated and enthusiastic in all they do. Our co-curricular Golden Eagle program offers a wealth of activities that allow us to make the most of our wonderful environment, encouraging independence and leadership. Caring for children as they grow and learn is the most important job we do. Our dedicated and enthusiastic staff works to make sure all children are supported and happy. Eagle House buzzes with achievement and laughter – not a bad way to learn! Creativity All children are encouraged to use their creativity in what they produce in class. In all subjects, a creative approach for problem-solving, writing, or analyzing is always encouraged. Knowledge Learning is about gaining knowledge. To have a desire to learn is one of our aims. Knowledge is key to being successful and children are encouraged to pursue a healthy quest for learning. Reading and private research are vital to achieving this. Philosophy All children from Year 2 have Philosophy sessions throughout the term. We aim to teach children how to philosophize and to develop a disposition towards good thinking, to develop the ability to give clearer expression to their thoughts and ideas, to develop speaking and listening skills, and enable pupils to build on each other's ideas constructively and collaboratively. Independent Learning A child must learn to use their learning in a way that acts as a stimulus for further study. Independent learning is crucial and through preps, projects, and self-assessment we encourage this in all subjects. Technology In education technology is the way forward for learning. At Eagle House, we aim to combine technology to aid good teaching. This might be through a tablet, computer, smart boards. It is important to recognize that children live their lives through technology and as a school we incorporate technology in all areas of the curriculum where it will be beneficial to a child's learning. Assessment There are several types of assessment at Eagle House. A child will be assessed through class tests, examinations, numerical and literacy standardized testing, as well as on their effort. Parents are kept up-to-date with a child's progress throughout the term and through an end-of-term report. Discipline An Eagle House child is encouraged to adopt a disciplined approach to work so that they are organized, produce the best they can, and learn to keep to deadlines. With a subject teacher and tutor's care, each child is helped to develop a good work ethic as well as a disciplined approach to learning. View full school

Durston House is a leading London preparatory school, with a long history and a fine record of preparing boys for Senior School and future success. The school began life in 1886 and has, from its earliest years, enjoyed a strong academic reputation and encouraged keen sporting and lively cultural interests. Here at Durston House, we take pride in the true and visible diversity of our community, in which mutual respect and understanding, fairness, and opportunities for all are promoted within the framework of our broadly Christian foundation. We embrace pupils and staff from all ethnic, cultural, and religious backgrounds. We are very proud of the boys at Durston House. We are very proud of their success as people. The development of fine young men, who achieve great things, is the aim and reward for any boys’ school. That such achievement is made, in a spirit of humility and quiet determination, is testimony to the values of the whole Durston House community. The educational experience at Durston House is one that countless parents seek for their sons. It is well-rounded and thorough, holistic and specific. It speaks to the very core of who we are like people: to be human is to grow. At Durston House, how this growth is guided is one of relaxed, quiet integrity of purpose, allowing boys the freedom to develop themselves. This is the essence of our ongoing success as a school. A boy’s education here is shaped by the development of his character, his curiosity to learn and discover more, and his expanding capability. These three concepts, Character, Curiosity, and Capability are the cornerstones of his success at Durston House and his success in life. Here at Durston House, we recognize the development of character as essential to a full and worthy education of any boy. We are proud of the sort of boys who leave us for Senior School, equipped with character traits that enable them to cope in their new environment, as well as achieve profound success there and, subsequently, in the world beyond. Boys are prepared for Senior School boys are prepared for life. We take seriously our duty to create an environment where a boy feels comfortable and confident. When he enjoys being at school, he approaches all that we do with a positive spirit. We proudly promote and exemplify values that some may call ‘traditional’ or ‘British’, but to us are timeless values that have been the cornerstone of human endeavor and progress. These are not just Durston or Christian values, but those held dear by society as a whole and all religions. At Durston House, we make no apology for the active promotion of the virtues of honesty, respect for others, selflessness, compassion, and personal responsibility. Our disciplined and caring environment encourages the personal development of such virtues and allows boys of character to flourish. View full school

Disillusioned by the independent education that existed for girls at the time, our founder, Miss Olive Willis, held the strong belief that a school should meet the needs of young women by valuing and prizing individuals and engendering a strong sense of community. She believed that excellence, excitement, and enthusiasm for the world around should be hallmarks of that school community, that teachers should not be placed on pedestals, and that girls should not be expected to rush around in a feverish attempt to behave like boys. Consequently, Downe House was established as a school where each individual within the community matters and where relationships between staff and pupils are normal’. Our values have not changed since the School opened in 1907 kindness and respect for others are as valued today as they were when the school was founded. Downe House’s aim has always been to enable, encourage and prepare girls to play a full and positive part as citizens of a global community and as outstanding women of the future. Wander around our calm, collected, extremely happy boarding school environment and you will see that those founding principles are very much in place today. We understand that choosing a school for your daughter is a huge decision and that your daughter’s interests, talents, and needs will look different from those of another girl. When a girl joins Downe House we provide an environment that both supports her development and celebrates her individuality – there is no such thing as a ‘typical Downe House girl’. What girls do have in common, however, is that they are challenged academically and are given as many opportunities as possible to become the women that they want to be. We encourage and support girls as they identify and develop their academic strengths, and we provide almost limitless opportunities to become accomplished musicians, actors, athletes, artists – wherever their talents and ambitions take them. Downe House girls excel, and they do so because they enjoy what they do. As one parent said, ‘we couldn’t be more thrilled.’ Be kind, work hard, aim high We want to ignite a love of learning and be sure that when your daughter leaves Downe House, she will believe that there is nothing she cannot achieve in the world. Of course, academic results matter greatly to us and we expect girls to aspire to excellence in all they do, both in the classroom and beyond. However, we place equal importance on equipping every girl with a well-established work ethic and a core set of traditional values, skills, and beliefs that will allow her to flourish in today’s rapidly changing world. With only girls in the classroom, in the science labs, on stage, and in the sports field, both intellectual and physical confidence can grow without any stereotyping or gender-weighted expectations. There are so many things that make the difference at Downe House. For girls in the Lower School, it includes the term spent in France by all Lower Fourth girls. The Upper School and Sixth Form have the opportunity to take part in our far-reaching Global Student Exchange Programme with 16 partner schools across six continents. Not to mention our Elective Programme which provides ‘super curricular academic enrichment to challenge and stretchable girls. View full school