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Hatch House Montessori School provides authentic Montessori based, high-quality care and education for children from 9 months to 14 years of age. HHMS is a very child-centered school where each student is respected for his/her uniqueness and is taught accordingly. Learning is enhanced in a positive, nurturing, and disciplined environment. Teachers are observers and facilitators, always ready to guide and direct. Their purpose is to stimulate the child's enthusiasm for learning and guide it, without interfering with the child's need and effort to become more independent. Our language enriched Toddler Programme is the perfect platform to sow the seeds of learning to love different languages by introducing French and Spanish at this very formative age. This inspiring program is in absolute sync with one of Dr. Montessori's most significant discoveries. The toddlers' sensitive period for language as children reach higher levels in their development - from toddlers through Casa and into Elementary - the focus on language studies increases. At Hatch House Montessori School, we take great pride in being the pioneers of our unique, fully Bilingual Elementary Programme conceived and implemented in September 2013. Our French Inclusive Elementary Programme facilitates students to learn in a fully bilingual environment, where the entire Montessori curriculum is instructed in both English and French simultaneously. While children progress through the different levels – Toddler to Casa and then to Elementary – they undergo an incredible transformation. They are encouraged to ask questions, think critically, engage in daily explorations, and stretch themselves as far as possible. Our students build fundamental life-long skills and a solid academic foundation; they embrace the world around them and become independent, lifelong learners. Our Mission is to continually improve our facilities, build and promote ourselves as a multi-cultural school, and further develop and implement progressive programs for all children's benefit. We believe in the ongoing growth and support of our students in a nurturing, caring environment where students are inspired toward a lifelong love of learning. Our school is located in a historic mansion in the heart of downtown Whitby. HHMS offers a unique, warm, and cozy setting where every child is allowed the freedom to develop at their own pace. The historical setting of HHMS features an environment full of natural wood and beautiful stained glass windows. Our Junior Toddler Programme provides a unique introductory period of the Montessori learning practices to the youngest children entering the classroom. Through multi-sensory explorations, the child begins his or her incredible journey of self-creation. Children enter this program at a tender age of 9 months, where the environment is carefully prepared to offer a safe and nurturing atmosphere of unique understanding, to provide challenge and excitement while encouraging the child's natural curiosity, and where independence is fostered, respect is modeled, and support is continuously displayed. Our Junior Toddler Programme is somewhat slower-paced than our Toddler classroom. The teacher-child ratio is 3:10, lower than in the Toddler environment. Similarly to the slightly older age group, the classroom is furnished with small scale tables and chairs, suited ideally to this very young group of children. Besides the daily practice and refinement of gross motor and excellent motor skills, the program is designed to focus on visual discrimination and language, which is in perfect alignment with the Sensitive Periods of this age group, discovered by Dr. Maria Montessori. To fulfill the junior toddlers' sensitive period for language, our program introduces "BabySign." With the combination of this intriguing concept and the teachers' repetitive, proper enunciation of simple words and expressions, our youngest children eagerly begin to form words and start expanding their constantly growing vocabularies. Paired this with their newly acquired skill of Signing, our young toddlers can begin to communicate in a simple and very effective way. Listening to stories, learning songs, and introducing French all enrich their flourishing language development. The simple multi-sensorial Montessori activities with their gradually increasing level of difficulty satisfy our young toddlers' thirst for the full experience of exploring everything around them, not only engaging all their senses but their entire body. Gross motor activities are essential for our young children's growing bodies. Running, jumping, climbing outside and on our outdoor play structures, and, dancing, playing games, learning to walk up and downstairs and walking on a balance beam indoors all nurture the proper development of the physically active, healthy body and plant the seeds of a healthy lifestyle at a very early age. Our highly trained, qualified teachers, by modeling kindness, respect, and consideration of others, instill these ideals at this very young age and encourage children to emulate them in daily practice. Freedom of choice is a regular practice in our Junior Toddler classroom. While children are given access to countless activities and explorations, it all takes place in an environment with healthy, natural limitations. Therefore, children begin to learn to respect themselves, each other, and their environment, which will be valuable. Our Toddler Programme offers very young children different self-exploration years in a safe, tender atmosphere of unique understanding, respect, and support. Dr. Montessori discovered that children of the toddler age are, like a sponge, capable of absorbing incredible amounts of knowledge from their surroundings rapidly and effortlessly. She identified this fertile period of cognitive development. She recognized the need for a productive, well-prepared environment just for toddlers, with even the furniture scaled to the size that offers ultimate comfort and accessibility for young children. Our Casa program provides a warm, caring, inviting and a positively engaging atmosphere in three very carefully prepared, but physically distinct environments. Young children take in a tremendous amount of information from their environment with what Maria Montessori called "the absorbent mind." The "conscious absorbent mind" way of learning is the unique ability of our multi-age group of 2.5 – 6-year-old children in the Casa classrooms. Our Casa program delivers an enriching hands-on learning experience with specially formulated, purposeful Montessori materials for Practical Life activities, Sensorial Exploration, Language, Arithmetic, and Culture. The Elementary program at Hatch House Montessori School is offered for students from 6 to 14 years old (Grade 1 – 8). True to the discoveries of Dr. Maria Montessori, the program is organized into two three-year cycles: Lower Elementary from Grades 1 – 3 are for 6 to 9-year-olds, Upper Elementary from Grades 4 – 6 are for 9 to 12-year-olds and from Grade 7 - 8 are for 13 - 14-year-olds. Our elementary students continue their studies in the same classroom year after year, which allows them to build a strong community with one another and intensify their relationships with the teachers, who will stay with the students through their elementary years. Similarly to the Casa program, Elementary children continue to learn through the manipulation and aid of concrete materials as they move gradually toward increasingly abstract thinking. The Elementary Montessori materials engage multiple senses; the lessons are dramatic and impressionistic to spark the students' imagination and curiosity. The spiral curriculum of the Montessori classroom exposes students to many interrelated topics repeatedly over time. With each repetition, children build on the knowledge they already have about a topic, delving deeper into the details, seeing the connections more clearly, and ultimately developing a deep understanding of our complex world. In the productive Elementary environment, there are no limits to what the child may learn and explore.

Tudor House, the Southern Highlands campus of The King's School, offers boys and girls, from Pre-Kindergarten to Year 6, an education with a difference. As the Southern Highlands campus of The King's School, our students benefit from superbly-resourced indoor and outdoor learning spaces that provide plenty of room to learn through active investigation and exploration. Tudor House prepares children for lifelong learning and global citizenship. Our young learners benefit from a dedicated and committed teaching staff who take pride in equipping students to adapt to a rapidly changing world. In addition to regular classroom activities, our students thrive through rich learning experiences in Music, Visual and Performing Arts, Languages, PE, Sport, and our renowned Outdoor Education adventure-based learning program, Kaiba. Tudor House also offers Boarding in Years 5-6. Our residential education services provide support to busy families within an environment in which learning never stops. Tudor House is pursuing authorization as an International Baccalaureate (IB) World School. IB World Schools share a common philosophy, a commitment to high-quality, challenging, international education that we believe is important for our students. For further information on IB World Schools. At Tudor House, we offer small class sizes that encourage active and engaging classroom environments filled with the latest technology to support students through their learning. Our students enjoy specialist lessons in Woodwork, Music, and Art. We also teach Mandarin to encourage our youngest global citizens to understand Australia's position in the world. The specialist, Physical Education, and Sport sessions aim to develop our young children's health and well-being. The Music program at Tudor House supports and encourages every child to learn and appreciate music. Students learn at least one instrument, with some of our children playing up to three different instruments. The children also consider it an honor to sing in the Tudor House choir. Our campus is technology-rich, with our classrooms supported by extensive Wi-Fi coverage, interactive SMART boards, and Apple laptops for student use. We are committed to ensuring our students know how to use technology to support and enhance their learning experience at Tudor House. At Tudor House, we are most proud of our high caliber, dedicated teaching staff who work tirelessly to deliver top-quality learning programs. We continuously invest in professional development opportunities for our staff to ensure that we offer our students the best opportunities. Current research confirms that learning in a co-educational environment has benefits for both boys and girls. In all areas of life after school, men and women cooperate in their daily lives. Students who attend a co-educational school are introduced to this environment well before entering the workforce, giving them a distinct advantage. Sending your child to a school with boys and girls will encourage their self-esteem, social skills and better prepare them for a diverse world where both genders play important roles. Co-educational environments teach students to respect the opposite gender, expose them to different viewpoints, and help break down gender stereotypes.

We acknowledge that parents hold the primary responsibility for a child’s education, with the School, teaching, and corporate staff playing an active, supportive role. Ideally, the outcome will be a compatible and collaborative venture between home and School through which each student is nurtured towards the fulfillment of their true potential.

Reddam House is a unique, co-educational, non-denominational school for children from Kindergarten through to Year 12, founded by the renowned educator Graeme Crawford. Launched in Sydney in June 2000, this dynamic, contemporary, and creative schooling environment quickly established itself as a unique approach to independent schooling in Australia. Reddam's immediate success in Sydney was reflected in the dramatic growth of student numbers. In January 2001, the school started with 160 students, and the school has now grown to over 800 across the two campuses. This growth seems set to continue with enormous interest and students being drawn from a complete cross-section of over 40 different schools. Reddam House offers a fresh and contemporary approach to education by re-evaluating traditional teaching methods and curriculums and recreating a more dynamic, relevant, and robust model that is more in keeping with today's attitudes. Reddam House sets a new standard in private education with a dedication to excellence permeating every school aspect. Integrating innovative, challenging, and enriching academic, performing arts, and sports programs, our graduates leave with outstanding academic results, a love of learning, confidence, and a firm value system that arms them to boldly embrace the challenges life throws at them in their future endeavors, more so than any other schooling environment currently available in Sydney. The way a child is taught is the single most important decision any parent makes. At Reddam House, we believe that it is an individual's total educational experience that instills the knowledge, attitudes, beliefs, and values that he/she will carry with them for life. Graeme Crawford, The founder of Reddam House, started his career as a science teacher who noted that much more could be done to improve educational standards and the schooling experience. He envisaged his school that could provide the ultimate in a rounded education through a dynamic new approach aimed at maximizing not purely the academic standard, but primarily the confidence, potential, and individuality of each child. In 1992 his dream came to fruition when he created Crawford College. The school opened in January 1993 and achieved outstanding academic results and significant success in the cultural and sporting arenas. Swelling rapidly in size and its new philosophy being widely spoken of and praised, it was within two years the second Crawford Campus was born. Crawford Pretoria opened in 1994, and outstanding success was again demonstrated, with the fledgling school obtaining results second only to Crawford in Johannesburg. Over the next five years, Crawford Schools opened in Durban (Berea), Sandton, Lonehill, La Lucia, Fourways, Bryanston, and the Natal North Coast. These schools consisted of pre-schools, primary and high schools. By 1999 over 6000 students were enrolled at Crawford Schools, and over 600 teachers were employed. Each was equally successful, and the Crawford name became the benchmark for excellence in all the major centers around South Africa against which all other schools were judged and compared. Reddam House opened its doors in June 2000 and, from that moment, brought a new age in learning and education to Australia's shores.

Pittwater House is an independent, non-selective, non-denominational school offering a private school education for students from pre-school to Year 12. The School is located in Collaroy, on Sydney's picturesque Northern Beaches, and is run coherently in three divisions: The Junior School: Early Childhood Centre, Junior Girls' College, and Boys' Preparatory School The Girls' College: Year 7 -12 The Boys' Grammar School: Year 7 - 12 We deliberately keep class sizes small so teachers can give each child attention. In this way, teachers gain an in-depth understanding of each child's talents, interests, and needs. We can cater to every student's learning needs and help them maximize their potential. Our advantages Pittwater House offers unique advantages that combine to provide an outstanding education for your child. Our philosophy At Pittwater House is an excellent spirit of friendliness, mutual respect, manners, and a recognition of achievement, all reflected in the school motto Semper diligence - Latin for 'always hardworking'. We see it as our task to produce happy, confident, and successful adults. Our Vision is Pittwater House will continue to be recognized as a leading learning community, committed to excellence in all its endeavors and where every student matters every day as they experience proper balance in education. The mission is Pittwater House is committed to developing high achieving students who are connected and to the communities in which they live and in which they will serve. Values are Our core values drive everything we do at Pittwater House: Honesty and Integrity: We challenge our community to develop and practice the qualities of kindness, honesty, moral courage, and good character. Excellence: We aspire to excellence in the effort, determination, and dedication in academics and all our endeavors. Respect and Care: We nurture and model respect and care in self, others, and our environment. We respect and care for individuals for who they are. Origins: We celebrate the journey of our traditions. Innovation: We encourage originality, inquiry, risk-taking, and critical thinking, where students dare to imagine. Community: We connect our students, families, staff, and alumni. Each value guides teachers and students to the most positive way to respond to the challenges and opportunities of everyday life.

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.

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).

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.

Bertrum House is the Balham nursery that offers a unique pre-school experience for 2 – 5-year-olds. Fully qualified early years teachers deliver an exceptional, balanced, education in a purpose-built school with its dedicated field. Children go on to begin their school careers as happy, confident, intellectually curious individuals. Our mission is to give children aged 2 – 5 years the best, academically balanced, and happy nursery experience we can. We provide a safe and nurturing environment in which children can feel secure and emotionally free to learn and develop as individuals. Our unique site in Balham includes a purpose-built school building and field that provide a spacious and stimulating environment for young children. Bertrum House is committed to providing a safe and secure environment for its children, staff, and visitors and promoting a climate where children and adults will feel confident about sharing any concerns that they may have about their safety or the well-being of others. All children from birth to five follow the Early Years Foundation Stage curriculum whether they are cared for in a day nursery, with a childminder, or educational nursery. It is a statutory document, developed for professionals to support young children in learning. At Bertrum House, we get to know our children extremely well, taking time to observe them at play and finding out about their interests. We are then able to carefully plan for their next steps using their interests to build motivation and excitement. At Bertrum House Nursery we follow the Early Years Foundation Stage (EYFS). The seven areas of learning form the basis of our teaching upon which we plan enriched, exciting activities to encourage a thirst for learning. The three ‘Prime Areas’ are particularly crucial for stimulating children’s curiosity, enthusiasm, and learning potential. These are Communication and Language Physical Development and Personal, Social and Emotional Development.

Blossom House has a unique atmosphere created by a dedicated, highly competent, and wonderfully caring staff. We acknowledge specific strengths and support individual weaknesses, so that each child “blossoms” and has the opportunity to fulfill his or her potential. Blossom House is a very special place to work, not just because of our wonderful team of staff, but also because of the satisfaction of supporting the development of our unique pupils. In 1993 Blossom House extended its original brief and we started to provide full-time education for those children who continue to require an integrated program of learning in a caring and highly supportive environment. Self-esteem and confidence are crucial to success and many of our children arrive at Blossom House with a very poor self-image and little belief in any ability they do have. We will continue to invest in your personal development, allowing you to undertake external courses as well as offering INSET training. We have a Learning and Teaching Support Team in place to offer one-to-one coaching if required. Children are accepted at Blossom House only after careful assessment, to ensure that we are the right provision. Whilst the primary need of pupils at Blossom House is speech, language, and communication needs, many also have additional co-occurring diagnoses. As such, approximately half of our children and young adults are diagnosed as being on the autism spectrum. This is taken into consideration during the initial assessment process and when a pupil is placed at the school, through planning, teaching, therapeutic input, and behavior management. Usually, the initial inquiry is made by parents, but occasionally referrals come from Local Authorities, whether on the parents’ or their behalf. A child does not need to have a Statement of Educational Needs before being assessed by the school however parents should be aware that the Statementing process can be protracted and complicated. Some year groups become very oversubscribed places can only be held open for six months, and before making a formal offer we would need to be assured that Local Authority (or private) funding will be available. It’s very important to us that all our staff feel supported and happy at work. When you join our team you will receive a detailed induction, be assigned a ‘buddy, and meet with a member of the leadership team for an informal catch-up. Pupils at Blossom Lower School and Upper House follow the National Curriculum, which has been specially adapted to meet the individual needs of pupils. All classes are multi-sensory, there is much over-teaching and each child’s learning style is taken into consideration. The school has a multidisciplinary approach to the children’s educational, emotional and physical needs. Working alongside the teachers and their assistants are speech and language therapists, occupational therapists, and a physiotherapist. Many of our staff have an additional qualification in specific learning difficulties (dyslexia). All the children who are accepted at Blossom House will have a speech, language, and/or communication impairment. The very nature of their difficulties will inevitably impact their ability to access the curriculum which means that its delivery will need to be differentiated in terms of pace, style, and content. Our Literacy and Numeracy curricula enable the children to progress at their own pace to ensure that they can continue to lay down solid foundations. The children will continue to receive highly specialized support so that their ability to cope with the demands of the other areas of the school curriculum is increased. Each child has an Individual Education Plan which addresses their individual educational needs and requirements. Whilst providing a high level of individual and small group specialist support for the children, we aim to help them develop the skills that are necessary to promote independent learning. In the Upper House, a range of examination and qualification options are provided. GCSEs, Entry Level Qualifications, and BTECs cater for the range of abilities in KS4. Alongside this, the ASDAN program provides the opportunity for pupils to develop their life skills through a certified and well-recognized qualification in the Bronze and Silver Awards. Vocational qualifications and practical courses will be on offer in a range of subjects including Home Cooking skills, ICT, D&T, and the Arts. ICT and/or touch-typing lessons take place throughout the school and computer skills are encouraged as an integral part of the curriculum. This is a specialist 6th form college for students aged 16 – 19 years of age with speech, language, and communication difficulties. Although many of the students have some associated difficulties such as fine motor problems, poor organizational skills, or low levels of independence, they are all within the average cognitive range. Upper House Post 16 is a unique provision as it is tailored, as much as possible, to cater to each student’s individual needs. The Post 16 provision is in a separate wing of the building on the main school site. The students have their teaching and therapy rooms, small gym, kitchen, and common room. Upper House Post 16 is a college link provision for students who have achieved at Level 1 or 2 and are academically and socially capable of embarking on a college course but continue to require support emotionally and socially. This means that all the Post 16 students attend a local Further Education college and complete a full-time course there. Full-time college courses usually amount to between two and three days of teaching per week. The remaining two or three days of the young person’s time are spent at the Post 16 provision, where English, Maths, and Work Skills BTEC qualifications are taught, and therapies are delivered therapies as per the young person’s needs and statement.

Bsix is proud to be a comprehensive sixth form college offering courses in a wide range of subjects and at all levels. We believe that all young people can achieve high standards. We are big enough to offer such a breadth of courses but also small enough to give our students individual care, encouragement, and attention. Bsix College aims to support progression for all students whether that be onto the next level or year of their course, onto university, apprenticeship, or the world of work. We try to keep in touch with as many of our alumni as possible to find out what they are doing now. To read about some of their fascinating journeys. The individuals who make up BSix's teaching and support staff are key to our goal of raising standards and achievement for all students, and we see investing in staff members' welfare and development as a crucial and complementary part of this process. The training covers all aspects of the Equality act and will help ensure you are aware of related legislation. The training will also help you understand your obligations and raise your awareness of disability and equality issues. Bsix is committed to" the value of research for staff, students and the College. We have had a researcher-in-residence in partnership with the Institute of Education. Our teachers are encouraged to undertake action research. University researchers often use BSix as a subject to investigate. Currently, we are part of a study being carried out by the University of Leicester and the Open University called "Living multicultural". Researchers from the two universities visit the College regularly to observe how our students, from widely diverse backgrounds, interact with each other. Below are copies of published research about BSix or by BSix staff. Bsix is committed to the professional development of its staff. In particular, it is seeking to integrate professional development in everyday practice rather than relying on big, "one-off", events that are often externally delivered. Our ambition is to have teachers teaching teachers so that learning takes place all the time and as much informally as formally. In addition, it is crucial that we regard teaching and learning as high-level intellectual activities and we keep continually up to date with the newest developments in both policy and practice. The Student Development Centre aims to ensure that all students have access to support when needed to reach their potential. The department supports young people with a wide variety of needs including Special Educational Needs, Mental Health and Emotional Wellbeing Difficulties, Looked After Children, Vulnerable Young Adults, Social and Behavioural Difficulties, and attendance issues. A range of Assistive Technologies and Software is available to assist students in accessing the curriculum includes Laptops, Netbooks, Dictaphones, hearing loops, exam reading pens, Dragon, Read & Write Gold, Coloured Overlays, Digital Coloured Overlays, and a growing collection of digital textbooks. Bsix is fully accessible with lift access in A Block, B Block, C Block, and Sports Hall. The college has a mobile hoist and track hoist, and a room suitable for physiotherapy and stretching. Communication and engagement of parents of young people requiring support are important to the Department and are facilitated by regular Parent Forums, morning, evening & weekend events for information sharing and collaboration with external agencies. Young people with SEND, including Social, Emotional, and Mental Health Difficulties, are allocated to Student Achievement Officers or Student Support Officers. Individualized support for young people with SEND is planned by completing SEND Plans and Individual Learning Plans, where SMART Targets are set at the beginning of each term. Individual young people may be referred to the Safeguarding or Counselling Team if appropriate. Individualized support packages are implemented for young people with SEND, which include: In-class support, Small Group Sessions, 1 to 1 sessions, Reading Group, Peer Mentoring, Personal Mentoring, Group Mentoring, Work Skills, Speech and Language Therapy Youth Club, Advice and guidance, Art Therapy, Drama Therapy, Exam Support and/or intervention from external agencies. Individualized support packages are reviewed regularly in several ways. Additional Learning Support Termly Reviews are held three times a year to review the academic progress, SMART targets, attendance, and punctuality of each young person with SEND. Student Support Officers and Student Achievement Officers regularly attend Parents Evenings, departmental meetings, liaising closely with teaching staff and parents regarding the progress of the young people. We recognize the student voice through termly feedback and encourage our young people to voice opinions to the student union, teaching staff, and SMT.

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.

Parkgate House School is a successful co-educational day preparatory school providing boys and girls aged 2-11 with a rich and diverse curriculum and preparing them for success at many of the country's leading senior schools. Established in 1987 in a large Georgian house overlooking the lush green space of Clapham Common, Parkgate House has just 200 children across the Nursery, Pre-Prep and Preparatory years, allowing us the opportunity to get to know each child that little bit better and to realize their full potential academically, personally and socially in a friendly, caring and nurturing environment. We pride ourselves on our academic, musical, creative, and sporting achievements made possible through our highly qualified and conscientious teachers and our superb facilities. We continue to maintain high standards in all that we do and to inspire learning, build confidence and achieve the very best results. Our aim at Parkgate House is to enrich the childhood years of our pupils through a wealth of opportunities and experiences, awaking natural talent in an environment filled with warmth, nurture, and encouragement. It's this educational ethos delivered in such a way that empowers and encourages the children that have led to outstanding results. A child’s school days should represent a fun and exciting time in their life, and this is reflected in our teaching methods at the school. By ensuring that learning is as enthralling and exciting as possible, our pupils look forward to joining us each day with happiness that inspires us all. The environment we have created allows our pupils to build confidence, to gain resilience, and above all to develop their potential in ways that will remain with them for many, many years to come – preparing them not only for further education but for a full and exciting life beyond the school gate. Our Mission Statement is to develop confidence, provide opportunity and realize the potential of every child in a nurturing and happy environment. Inspiration - at Parkgate we provide a dynamic and diverse curriculum to challenge and spark curiosity and learning among our children. Collaboration - we encourage co-operation and where appropriate working together to ensure the sharing of ideas and opinions. Resilience - at Parkgate we encourage a positive can-do attitude to learn in a caring supportive environment. Respect - we expect everyone at Parkgate to show respect, consideration, and empathy for others. Excellence - at Parkgate we encourage a mindset of doing the very best to reach a child's full potential. Many children's and parents' first experience of our school is through our Nursery. We know that a child's experience in the Early Years has an impact on their educational and social development and therefore we want to provide the best possible introduction to learning and school life. Throughout the year, nursery pupils will enjoy an education that embraces the principles of the Montessori Method of teaching and which also follows the Early Years Foundation Stage Curriculum. Our Reception continues with the Early Years Foundation Stage Curriculum (EYFS) and the seven areas of learning and development. The pupils work towards the Early Learning Goals (ELG). An engaging and diverse curriculum encourages our children to recognize their talents through lessons that build confidence and promote a growth mindset. Core skills in English and maths are developed through our mastery approach, which encourages depth of understanding. Alongside this, a broad range of subjects is taught, including history, geography, science, RE, PSHE, art, drama, French, and music. These allow children to explore their passions and provide plenty of opportunities to work both independently and collaboratively to share ideas and learn to appreciate the opinions of others. ICT is woven into each of these lessons and children are introduced to coding as they enhance their computing skills. The ethos of creating self-confidence and independence in a happy, stimulating environment never waivers, like mathematics, English, science, humanities, French, Latin, various sporting activities, ballet, karate, horse riding, and swimming become part of daily life for the children. The co-curricular life in the Prep school is equally effervescent, offering a range of clubs. Whether a keen sportsperson, avid scientist, or musical mastermind there are an array of extra-curricular activities to suit every interest. To help each child secure a place at the senior school most suited to his or her skills, we provide a full program of support activities in preparation for entrance examinations, which is delivered in a manner designed to bring out the best in each child naturally – without unnecessary pressure. It is a testament to our experience, expertise, and commitment that our children typically go on to succeed at some of the country’s most respected, premier independent schools.

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.

We are a two-form entry Primary School located in Sutton, close to the Merton border. As an inclusive, community school we believe that every child deserves the best possible education in a supportive and challenging setting. Staff and children work together to create a learning environment in which everyone can flourish and achieve their full potential, both academically and socially. We have developed a vibrant curriculum, filled with many rich and stimulating learning experiences. We have high expectations of all of our pupils and are rightly proud of our high standards. High aspirations underpin the vision of our whole school community. We are committed to continuous improvement. Mutual respect is at the heart of our values and is reflected in all relationships within our school. We are determined that every child should feel safe and valued, fulfilling their potential and that no child should be left behind. At Culvers House we acknowledge the value home learning gives to our learners, and through a good home-school partnership we aim to work together with Parents and Carers to extend and enhance learning opportunities for our children. Home learning is intended to be an enjoyable and worthwhile activity for all. We aim to: Raise standards, particularly in maths and literacy, by consolidating and reinforcing skills taught in the class. Encourage children to read daily. We actively encourage ALL children to bring their reading diaries with them each day. Encourage and develop independent learners. Develop skills of motivation and self-confidence. Further develop our partnership between school and parents by providing opportunities for pupils, parents, and school to work together in sharing and supporting the work taking place at school. As with our Prefects, the candidates for Head Boy and Head Girl undergo an interview process with the Headteacher and Deputy Headteacher, who choose the Head Boy and Girl for the academic year. The Head Boy and Head Girl, along with the Prefects, carry out several duties throughout the school to help their teacher and other staff and have responsibilities for overseeing the behavior of children at playtime and lunchtime. Our school values underpin our school ethos: Collaboration Resilience Respect Morality Adaptability Inquiry Thoughtfulness Communication

Baston House School is a specialist provision in education and development for children and young people aged 5 and upwards who have been diagnosed with an Autistic Spectrum Condition (ASC). It gives me great pleasure to introduce you to Baston House School, an independent specialist school for children and young people, whose Statement of Special Educational Needs describes their primary need as being on the Autism Spectrum. Our goal is to break down the barriers to learning that our students encounter and to support them by equipping them with the skills needed for an independent life beyond school. We support learners in achieving their full potential by putting learning and well-being at the heart of everything that we do. We promote learning by encouraging: Enquiring and curious minds to research independently Learning in diverse and contemporary fields of interest The learner’s special interest areas and strengths The security and freedom to make mistakes and learn from them….as this is how we all improve! We promote well-being by encouraging learners to: Have fun and be happy Be resilient and use their coping strategies when they are anxious Participate in activities that promote self-esteem and self-confidence. We know that our partnership with parents is a key factor in a young person's success. So, we will work hard to involve parents in every step of a learner’s education and well-being. Our termly celebration days are a testament to our open-door approach to encourage partnerships from parents. We acknowledge that the transition from primary to secondary may be a challenge to most learners. We make the progression from primary to secondary as structured and predictable as possible. The school has embedded opportunities for primary and secondary phase interaction such as integrated lunchtimes and termly performing arts productions. This interaction reduces the anxieties of learners as they progress to secondary as primary children move into an environment where they will be interacting with familiar faces and often, good friends. Our curriculum delivery is supported by a range of prominent visual strategies, including highly structured work-systems predictable changes and phase timings, and engaging and appealing learning environments. Our goal is to break down the barriers to learning that our students encounter and to help them to equip themselves for as independent a life as possible outside of school. Our approach is based on an eclectic fusion of child-centered and autism-specific strategies and techniques, with a clear focus on improving communication and interaction skills through positive interventions.

Seaton House School was founded in 1930 and has grown and thrived over the past 85 years. We are a member of IAPS, the Independent Association of Preparatory Schools, and are regulated by the ISI the Independent Schools Inspectorate. We are a small, friendly, and nurturing school with a keen eye on the academic, sporting, and artistic accomplishments of our pupils. We strive to bring out the best each girl can be and celebrate her achievements both at school and in extra-curricular pursuits. Year on year, we are hugely proud of the successes of our Form VI leavers as they embark on their senior school careers. Confident young ladies, well prepared to face new and exciting challenges having benefited from, what we believe to be, simply the best of starts in their education. We aim to provide a thorough educational grounding for all our pupils in a secure, disciplined but friendly, and caring school society. From the children joining us as rising three years old into our Nursery, through to our senior girls in Form VI, we are committed to ensuring each child receives the best we can offer to grow and flourish during their time at Seaton House. Our highly qualified and dedicated teaching staff, whether it be in the Nursery, Junior House or Senior House, strive to create a stimulating teaching environment where small class sizes ensure all our children have the necessary individual attention and encouragement to achieve their full potential. Character development and pastoral care are also top priorities within the school setting. All members of staff, take a keen interest in supporting girls as they learn essential life skills to become happy, successful, and confident adults. Courtesy, respect, kindness, and tolerance of others are expected as the norm and we encourage our pupils to develop initiative, independence, self-discipline, and pride in all that they do. We thoroughly prepare our older girls for a smooth, confident transition to their chosen Senior School. We have a Special Needs Policy that is in line with the Government’s Code of Practice. The main objectives of this policy are to improve the quality of learning experiences for all pupils at Seaton House School and to establish an agreed range of practices about the identification and support of pupils with special educational needs. Girls who are experiencing difficulties with their learning receive additional support which includes the provision of differentiated material and tasks within the classroom and withdrawal from class to one-to-one or small group sessions where appropriate. Parents are consulted on their child’s program of learning and are kept regularly informed of their progress using reports, parents’ evenings, and informal meetings. At Seaton House, we offer a wide range of clubs and activities that take place either at lunchtime or after school. Some of these clubs are run by members of staff and others involve outside organizations who come into school every week to run their activity. A charge is made for attending these clubs and applications to either join or continue with an activity are offered to the girls on a termly basis. The clubs we run vary from year to year depending on their popularity and we are always looking at new and exciting opportunities we think the girls will enjoy.

Our school was founded on the belief that education must nurture, encourage and celebrate children as individuals. At Radnor House today you will find a dynamic mix of high academic standards, exceptional pastoral care, and expansive opportunities for pupils, all housed within an innovative and hugely successful environment. Our boys and girls are happy, accomplished, and driven, and Radnor House is fast becoming one of the most dynamic and exciting schools in the area. At each step of the way, we stretch, challenge, and engage our pupils through an outstanding curriculum, encouraging them to consider and respond to all of their learning and reflect upon their experiences. Young people need knowledge but they also need more - to develop the habits of mind which will enable them to become adaptive, responsive, and caring adults, ready and confident to take their place in society. Our pupils are empowered to look after themselves physically, emotionally, and spiritually. Effective pastoral care systems build resilience and adaptability, supporting and working alongside our young people as they navigate their formative years. The school's core values of ‘Excellence, Courage, Respect and Perseverance’ provide a guiding light and moral compass, helping to shape their decision making and preparing them for some of the very real challenges they will face beyond their school years. Radnor House is a co-educational selective day school on the banks of the River Thames in Twickenham. The school provides an all through education for boys and girls from ages 9 to 18. We are pleased to welcome families and operate a sibling policy when siblings of existing pupils are offered priority entry to the school. Entry into Year 5 is available from 2018 onwards. We would advise parents to apply at least one year before entry. The entry procedure for Year 5 is via a classroom-based assessment morning. One class with approximately 20 places is available to boys and girls following a successful performance in the assessment. The main point of entry into Radnor House in Year 7 in the Senior School. Approximately 40 additional places are available to external applicants as two additional classes are added in Year 7. Entry to Radnor House is via the 11+ examination process and applicants must apply by the end of November in the year before entry. Places are offered subject to successful completion of the entrance procedure. Sixth Form places are also available to external applicants. Candidates are invited to apply in the year before entry and places are offered based on expected grades at GCSE and satisfactory completion of the admissions procedure. Applicants are encouraged to apply in the Autumn term of Year 11. Radnor House has an exciting Co-curricular program that represents a significant element of the educational experience, allowing pupils the opportunities to pursue or develop interests beyond the classroom. Sixth Form life is significantly different from the educational experiences that come before it. It is a two-year period where independence, ambition, and planning are the focus and where students make the exciting decisions that will open doors to further education and beyond. The Sixth Form at Radnor House aims to develop academically successful individuals who are confident in their ability, and confident in making the decisions necessary for entrance into university and the wider world of work. Beyond excellent learning and dedicated pastoral care, pupils benefit from expansive co-curricular opportunities, becoming genuinely immersed in all aspects of their broader learning. Through meaningful community involvement, an extensive and rich activities program, and a strong charitable focus, a deep sense of community and engagement is fostered. Pupils leave us knowing the importance and value of 'getting stuck in. Success in the future is often largely underpinned by academic achievement and, as such, you are expected to work hard and give your best in each of your subjects. You should feel excited about studying subjects about which you are passionate and that you might take on at an even higher level. You will be encouraged to be inquisitive and ask questions of your teachers, to read around your subjects, and to articulate your views. Radnor House passionately believes in the limitless potential of children and the critical role adults play in this journey of self-realization. Read on to learn why working at Radnor House is such a special experience. Teaching and Learning at Radnor House aim to create a collaborative whole-school community of life-long learners, always motivated to achieve the highest standards of teaching and learning through self-reflection, objective evaluation, and research-based practice. Radnor House currently provides school buses for three key routes from Chelsea, Wimbledon, and Ealing. The routes are flexible depending on the location of the children that require this service and we are happy to vary the routes each year. Every effort is made to accommodate requests and provide a bus stop within a suitable distance from a child’s home. Parents are encouraged to visit Radnor House before making an application to the school. Only by visiting will you be able to experience and understand the unique environment within our school. During the school year, open days are arranged on Saturday mornings. There will be an address by the Head, Darryl Wideman, a tour of the facilities, and an opportunity to speak to staff and pupils alike. Sixth Form open evenings are also arranged in the autumn and spring term of each academic year. Open days are held in October and November of the Autumn Term and in May of the Summer Term. Families are welcome and we encourage children to attend.

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.

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.

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.

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.

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.

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.

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