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Talent International & The Infant School, licensed by the Ministry of Education in the Kingdom of Bahrain, offers a first-class Cambridge & English National curriculum with a grading system for primary, intermediate, and secondary pupils of ages three months to 18 years old. We aim to provide a friendly and family-like environment, making our students feel welcomed and willingly attending school. Established in 1971 as a preschool, Talent International continued to grow along with its students. We have continually catered for our higher stage students and recently opened our Day Care unit for children starting three months old. Our first branch in Riffa was opened in 1988 and operated on the same basis as the main branch. The school aims at preparing students for the Cambridge IGCSE /AS and A- levels at the end of Grade 9, 10, 11, and 12 as well as internal secondary school exams. The school is recognized as an official Edexcel learning and examination center and a Cambridge Associate school. To be a reputable, high-quality English curriculum educational provider in the Kingdom of Bahrain. We aim to help the youth of Bahrain to be confident, connected, and actively involved life-long learners who seize opportunities to be: Creative, energetic, enterprising, enthusiastic, motivated, empathetic, action-focused, problem solvers, and culturally connected. Talent international aims to enhance its student’s awareness and development in a stimulating environment to develop confident, self-assured children who become successful global citizens. We honor our staff and students' diversity and thus provide an international outlook and prospect in our pedagogic approach. The school is recognized as an official Edexcel learning and examination center. The school is national, provides students with a model of education that builds and combines the best of Arabic and Islamic values, talents, and resources, with the highest academic standards of English educational methods.

We are proud to say that our school is fully inclusive learning and teaching environment, constantly being improved and updated to prepare children for the 21st Century. Being graded as OUTSTANDING in our most recent OfSTED inspection, we know that we are the perfect choice for education in Hampton. Every day at school does count. Being part of our exciting curriculum is your child’s opportunity to take a full and active role in everything that our ‘Outstanding’ curriculum has to offer. Holidays in term will not be authorized. Developing this attitude to attending school at the start of your child’s education will help them as they proceed on their learning journey. As a Healthy School, we try to make every day count in terms of food and nutrition. Being part of the National Fruit Scheme ensures that every day, every child has access to free fruit or vegetables at break time and we encourage the children to bring water bottles to school every day. Children have a choice of a hot meal or a packed lunch from home every day. The school will register your interest in the School and Nursery after your child’s second birthday. This means we will take your child’s details and send you the Nursery application forms and Reception application details on the published date. You may register your interest and make an appointment to visit the school by ringing the school office between 10 am and 12 mid-day. There is no catchment area for the Nursery. Children with siblings in the Infant and Junior school will be given places first, and then places will be offered on distance. The Nursery has a total of 52 places - 26 in the morning and 26 in the afternoon. The application forms will be sent in the Autumn before your child is due to start the next September. In the Autumn term before your child is due to start the next September, we will send you a covering letter explaining the procedure and closing date for admission into Reception. Applications need to be made online, by the date published in the brochure. We are very lucky to have a well-experienced and dedicated staff team who ensure that your child’s personal development and well-being is ‘Outstanding’ every day. Should you have any questions regarding how any specific medical needs will be accommodated, please feel free to discuss them with us on your visit to the school. We have 7 fully trained first aid staff in the school and the risk assessments are regularly carried on the school, its grounds, and the exciting places we visit to ensure that we retain our outstanding level of care for your child. We also have a wide range of after-school clubs providing football, drama, dance, tennis, gymnastics, French, ICT, and -Spanish. The sports clubs take place in the back playground, drama, and dance in the school hall, and French, Spanish, and ICT in the Creativity room. When you collect your children at 4 pm the gates in Ripley Road are opened at 3.55 pm, we ask you to enter and leave via this route for school security and Health & Safety reasons. In September 2017 we are pleased to welcome Onside Football as our football provider. Howard Newton coaches at Hampton Junior School and we are sure that coaching across both schools will be beneficial to the children. Parents are asked to liaise directly with the provider regarding booking, payments, and dates. The school ensures all staff employed by the clubs have a DBS certificate. The new Special Educational Needs Code of Practice became statutory in September 2014. From this date, Local Authorities and schools are required to publish and keep under review information about services they expect to be available for children and young people with Special Educational Needs (SEN) aged 0-25. This is the ‘Local Offer’.The Local Offer intends to improve choice and transparency for families. It will also be an important resource for parents in understanding the range of services and provision in the local area. By choosing to be part of our school community means that you are entering into a partnership judged as Outstanding at every level by an OfSTED survey. We see you as the first and most important educator in your child’s life. Joining our school adds another exciting route on their journey through life. Through termly consultation meetings, you are fully involved in reviewing your child’s progress as well as sharing in their targets for the future. Every week, over 50 parents, carers, Governor, and local community volunteers work with the children. From cooking to reading our volunteer helpers add another important dimension to our partnership with you. Everyone has a crucial role to play and when you sign our Home and School Partnership you recognize the role that you play in working with us.

Grosvenor Avenue Infant School strives to create an atmosphere where all children and adults feel safe, valued, and included. The kind of place where every child can arrive with a smile on their face, where there is a keen sense of belonging and pride in their school. We believe that all children have a voice to be heard and that their care and education must lie at the heart of everything we do. Every child deserves the best possible start in life and support to fulfill their potential. A child’s experience in the early years has a major impact on their future life chances. A secure, safe, and happy childhood is important in its own right, and it provides the foundation for children to make the most of their abilities and talents as they grow up.” We understand that every child is unique and that children join us from a wide range of settings, including some children who have not yet been in a formal setting of any sort. We manage support children to settle into our reception class. Each child has the opportunity to visit the school for a ‘Stay and Play' afternoon’ in the summer term before they start school. This gives the children the opportunity to become familiar with their new environment, their teachers, and a few of their peers, with their parents present. Every family will be offered a home visit from the Reception team. This gives children (& parents and carers) the opportunity to get to know each other in a familiar environment. If your child already attends a nursery or pre-school, the Reception team will visit them there during the summer term. The children are then split into three-phased entry groups, ready for the beginning of the Autumn term. You will find out which group your child is in at the New Parent meeting in June. We induct 10 children at a time, using a system that includes morning, lunch, and whole day sessions. These entry groups are created randomly and are therefore flexible, based on information from parents regarding preferences and their child’s individual needs. In Reception, we use a system called Evernote for storing the observations made of children. Each child will have their own ‘notebook’ which will be shared with parents during their child’s focus week (and at any other time a parent requests this). This enables parents to have a complete understand ding of their child’s progress and development across all seven areas of learning. Observations will be recorded in the form of written text and photographs and occasionally video and audio observations. Parents are given access to their own child’s Evernote notebook via a unique log-in. They are encouraged to use this regularly to keep themselves informed about the learning their child is involved in during their school day. The system also allows parents to add photos and observations of their own to support the practitioners to develop a complete picture of each child. The Reception team is always available to support parents with any aspect of this online recording system. They can be contacted either in person or online through the system itself. To ensure that all pupils leave Grosvenor having had a positive and fulfilling school career, and have every opportunity to meet their full potential. We aim for each child to leave Grosvenor with positive self-belief, having a ‘can do’ approach to learning, and being Resilient, Reflective, and Ready for the future. At Grosvenor, we provide a clear focus on positive outcomes for our children and young people the focus is NOT on hours of provision. We aim to achieve this by fully including our parents/carers and pupils in their education and planning for each step of their achievements. At Grosvenor, we promote friendship and positive relationships to ensure all children and adults enjoy their learning. We encourage mutual respect for people and possessions while consistently promoting self-esteem and empathy for others. We aim to focus on positive behaviors rather than unwanted behaviors by the use of our Golden Rules and House Points and also giving positive feedback to the children in our community.

Deansbrook Infant School is a community school for children between the ages of 3 and 7 years, set in attractive grounds on the borders of Mill Hill and Edgware. We currently have three classes in our Reception year, three classes in Y1 and three classes in Y2. Our nursery has 78 part-time places. We have been judged by Ofsted to be a ‘Good School’ and aim to provide all children with the best possible start to their education. We have a committed and professional team of staff who strive to maintain excellent standards at the school. At Deansbrook Infant School, every individual is valued for who they are and what they contribute to the school. Values are intended to support the personal, social, and spiritual development of every pupil throughout the school. Each month the children learn about a new value through assemblies and it is integrated into the learning throughout the day. Values are displayed in a prominent position in the main school and Nursery with suggestions on how the children can show the value with supporting photographs and captions. Children are awarded certificates or stickers when achieving the value of the month. There are 11 values over the year which also link to the British Values. At Deansbrook Infant School we aim to provide a happy, secure and challenging environment where all children will develop confidence, self-esteem, a desire for learning, and will achieve their personal best. We provide a stimulating, broad, and balanced curriculum through which children are actively learning and individuals are equally valued. We seek to develop positive attitudes towards learning, life, and society. We encourage children to have respect for themselves and others as well as their environment and to work and play together in harmony. The school has nine classes and a Nursery. The Nursery and Reception are known as the Early Years Foundation Stage and Year 1 and Year 2 are known as Key Stage 1. The majority of our Year 2 children transfer to Deansbrook Junior School which shares the same site and with whom we have an established transfer program. Year 3 through to Year 6 are known as Key Stage 2. We place a strong emphasis on making the school environment an attractive and stimulating place to learn. All classrooms are very well resourced with Interactive Whiteboards, reading areas, role play areas, creative areas, and a range of relevant resources and attractive displays. In addition to these, there are many additional resources, which are centrally stored, for use across the school including laptops and iPads. The Early Years Foundation Stage (EYFS) classes have their outdoor areas with an appropriate range of resources to support the seven areas of learning of The EYFS curriculum. The main playground has a playhouse, climbing frame, and covered areas with activities for the children to use during playtimes. We believe that a good partnership between home and school has a positive impact on children’s learning and we encourage parents to be fully involved with their children’s education. We ask you to support your child, as set out in our Home School Agreement, and encourage and support them to do their best.

Heathfield is a place where every child feels important, succeeds, and aspires to something greater. We achieve this through a broad and exciting curriculum combined with a focus on individual needs and a nurturing and united community. We challenge our children to be ambitious learners who strive for excellence and achievement across all aspects of school life. Children come first: everything we do is designed for their learning, enjoyment, and success. Our goal is to enrich their lives both now and in the future. The Early Years Foundation Stage starts in Nursery and continues to the end of Reception. Our ethos is to ignite children’s curiosity and enthusiasm for learning through aspirational teaching and learning opportunities. The curriculum is based on a belief that children learn best through play and active learning. We deliver the EYFS framework by providing motivational learning experiences both indoors and outdoors. Our priority is to nurture and develop the potential of each individual by promoting the characteristics of effective teaching and learning. Children in Nursery begin Phase 1 phonics during the Autumn term. They learn the Jolly Phonics songs to help them with their initial sounds. Phase 2 is introduced later in the year at the point at which it is assessed to be appropriate for the current group of children. In Reception, a daily phonics session takes place in class groups and covers Phases 2-4 during the year. Home/school books support children with learning the sets of “tricky” words that cannot be broken down phonetically. In Years 1 and 2 every day starts with a phonics session in class groups. Year 1 revise the work covered in Reception and start Phase 5 after the first half-term break. Year 2 revise the work of the previous years and then focus on Phase 6. Whilst pupils will only have supervised access to the Internet and frequently be directed to specific, approved websites, there remains the risk that they may be able to move beyond these to sites unfamiliar to the teacher. The problems and issues surrounding children and their use of the Internet are well documented and there is a general concern that pupils might access unsuitable material either accidentally or deliberately. Heathfield Schools’ Partnership believes that the benefits afforded to pupils from Internet access outweigh the disadvantages. To ensure that pupils’ access is as safe as possible the school uses a web filtering service but also aims to foster a responsible attitude to Internet use from pupils supported by the pupil internet agreement. Heathfield Schools’ Partnership teaches Computing both as a discrete subject and as a tool for delivering teaching and learning experiences across the curriculum by the EYFS / National Curriculum and school-based scheme of work. Children in all-year groups will use the Internet in lessons in a variety of ways throughout the academic year. As members of Heathfield Schools’ partnership, we are committed to supporting all children with medical conditions who attend Heathfield Nursery and Infant school and Heathfield Junior School. All members of staff recognize their responsibility for ensuring all children feel safe and that our parents feel confident that we will provide effective support for their child’s medical condition. We will work together with the local authority, the health professionals, and other support services to ensure that our children with medical conditions receive a full education. In some cases, this will require flexibility and may involve part-time attendance at school in combination with alternative provisions arranged by the local authority. Any member of school staff may be asked to provide support for a child with medical conditions, including the administering of medicines. Staff will only administer medicines and undertake healthcare procedures when they have had the appropriate training or when sufficient written information is provided by the parents or pharmacist. Application of creams and lotions will be administered by staff giving the child the appropriate dosage on the hand. The child will then apply. Parents are key partners and will be involved in the development and review of their child’s healthcare plan. They will be asked to provide the school with sufficient and up-to-date information about their child’s medical needs and will carry out any action they have agreed to as part of its implementation, e.g. provide medicines and equipment and ensure they or another nominated adult are contactable at all times. Competent children will be encouraged to take responsibility for managing their medicines and procedures. This will be reflected within their healthcare plan and an appropriate level of supervision given. In the case of an emergency, the procedures in a child’s EHCP will be followed and if necessary an ambulance called. If a child needs to be taken to hospital, a member of staff will stay with the child until the parent arrives, or accompany a child taken to hospital by ambulance.

Odessa Infant School has 3 mobile classrooms and 2 play areas, one for the Reception classes and one for Years One and Two. The nursery is set apart from the school and has its play area. The nursery has 2 classrooms and takes up to 104 children part-time. Children can attend either morning or afternoon sessions. In the main school, we currently have 3 Reception classes, 3 in Year One and 3 in Year Two. Each class has up to 30 children with a class teacher and at least one teacher’s assistant. We share our site with St James Junior School to which most of our children transfer in Year 3. We aim to provide a broad, balanced curriculum for all our children and we strive to ensure that each child has the opportunity and guidance to achieve her/his full potential. The first years at school are so important in forming a child’s feelings about education that we focus not only on what we teach and how we teach it but crucially, how it impacts our learners. We aim to make the teaching and learning at Odessa both hands-on and fun!. We want the children who come to our school to develop a positive self-image and have the confidence to become purposeful, eager learner who will want to continue learning throughout life. The children have opportunities to access all these areas of learning both indoors and outdoors and engage in active learning. They have a combination of independent and focussed activities and are encouraged to explore their environment, develop their skills and learn through play. At Odessa, we are committed to the inclusion of children with special educational needs and fully support Newham Council’s policy on Inclusive Education. We have several children who are assessed as having special educational needs and are proud of the shared vision created by parents/carers/staff and other agencies for their teaching and learning. Extra support is given to children who need it, either by school support staff or by specialists and outside agencies. This will be within the classroom except when individual or group work may be better done separately. Where necessary, children will have an Individual Education Plan (IEP) to provide them with specific, achievable targets for their learning. All teaching and play areas have access to wheelchairs and we have a toilet and shower room suitable for children with physical disabilities. Some of our children are involved in our Rock ‘n’ Roll session, which is a form of intensive interaction that promotes language acquisition and turn-taking as well as confidence and self-esteem. The health, safety, and welfare of all our children are of paramount importance to all the adults who work in our school. In our school, we respect our children. We aim to provide a safe environment and an atmosphere where children feel confident, secure, and able to achieve their best. We teach the children about health and safety to equip them with the skills, knowledge, and understanding that will enable them to live positive, successful, and healthy lives. We do all we can to ensure that the school is a safe environment for all who work or learn here. We require all adult visitors who arrive during normal school hours to sign the visitors' book in the reception area and to wear an identification badge at all times whilst on the school premises.

Brookland Infant and Nursery School are located on the north side of Hampstead Garden Suburb. We share a site with Brookland Junior School. Both schools were built in 1952 and have grown and developed over the years. Brookland Infant and Nursery School is a three-form entry school for children between the ages of 3 and 7 years. We have an 11 place morning Nursery and an 11 place afternoon Nursery and in addition to this, we offer 15 30-hour places in the Nursery as well. The School is a one-story building that is fully accessible and welcomes pupils with a wide range of additional needs. The School borders the northern part of Hampstead Garden Suburb and the site houses both the Infant and Nursery School and Brookland Junior School. The grounds and buildings are attractively arranged with planted gardens, grass, trees and there is lots of outdoor space for the children to use. The school shares a swimming pool with the Juniors We are a three-form entry school with places for 37 children in the Nursery and 90 in the other year groups. The grounds and buildings are attractively arranged with planted gardens, grass, trees, and two playgrounds. Pupils use our outdoor environment to support their studies. We also have outdoor classrooms which support the delivery of the curriculum in the Foundation Stage. We share a swimming pool with the Junior School and all children from Reception to Year 2 have swimming lessons with a trained teacher. Our school is a warm and welcoming place with a caring ethos. We promote an environment where diversity is embraced and where children thrive in a secure and happy environment. Our school is committed to high expectations and the achievement of high standards for everyone and the school community works together to achieve our school aims. We treat every child as an individual. We provide them with a range of opportunities to develop their potential, regardless of their abilities. Our school is a warm and welcoming place with a caring ethos. We promote an environment where diversity is embraced and where children thrive in a secure and happy environment. Our school is committed to high expectations and the achievement of high standards for everyone and the school community works together to achieve our school aims. At Brookland Infant and Nursery School, we are continually assessing our pupils. We use a mixture of informal observations and assessments for learning opportunities in lessons. We keep a detailed track of our pupils’ progress and attainment using Online Pupil Tracker. There are also National assessments that have to be made at key times during the primary school phase. During the Reception year, children are continually assessed and at the end of Reception, a judgment is made as to whether they have achieved a good level of development. Across the areas of Communication & Language, Physical Development, Personal Social, and Emotional Development, Literacy, Mathematics, Understanding the World and Expressive Arts and Design, children are awarded levels as to whether or not they have met, exceeded, or are emerging at this point. Brookland Infant and Nursery School endeavors to be a school where diversity is embraced and where children thrive in a secure and happy environment. A school where there is a commitment to high expectations and the achievement of high standards for everyone and where the school community works together to achieve the school aims.

At Altmore we believe that all our children deserve the best education we can give them. We work hard to create a successful learning culture, which will enable pupils to become informed, confident, enthusiastic, inspired, and independent learners for life. We have developed an ethos where we continually try to spark children's interest and their quality of learning is central to the school's work and purpose. All children are encouraged to achieve their full potential and celebrate their achievement. At Altmore Infant School we aim: to provide a happy, secure, well organized, and stimulating environment where all children and staff can work and learn together in an atmosphere of mutual trust and respect and where children can learn to be tolerant, courteous, and considerate to others to provide an education of exceptional quality that promotes the highest possible standards of learning for every child to provide a broad and balanced curriculum to help and guide each child develop his/her full potential through a range of skills, knowledge, and practical play activities to promote and encourage children's independence and confidence to recognize the individuality of each child and cater to individual needs to provide equal educational opportunities and experiences to all children regardless of disability, race, religion, or gender to teach and foster the development of good working habits, an enquiring mind, and self-discipline and to encourage the children to take pride in their work, themselves, and the school to enrich the lives of our children through fostering respect and understanding of the many cultures represented in our school and the wider community to encourage children to believe in themselves and to participate and support each other as active members of our community to foster a caring environment where all children learn to respect the school's property and that of others. Our school curriculum is designed to meet the requirements of the new National Curriculum as well as enabling our practitioners to shape the curriculum to our pupils' needs. Teachers at Altmore plan lessons based on the essential core subject knowledge and skills that children need to acquire such as using the correct grammar and punctuation when composing a piece of narrative writing and coding programs in Computing. Children have planned learning opportunities that enable them to make connections between different subjects so that children learn holistically, as well as opportunities to learn more discretely, for example learning scientific knowledge in lessons about the healthy growth of plants. We aim to raise standards in P.E. and school sport and increase the participation and opportunities offered to all children. At Lathom, we continue our partnership with our School Sports Academy. Coaches deliver curriculum sessions that offer all children opportunities to practice skills that they can bring to our competitive teams. We have extended our After School Programme by providing additional coaches for our Sports Clubs. This has an impact on improving children’s physical lifestyles. The emphasis for these clubs is recreational, performance, and competition. This provides a rich program of learning in and through physical activity which helps children develop a range of skills and confidence in their abilities. As a result, the participation has increased and has impacted children’s enthusiasm to participate in P.E. and talk about sport more positively. We aim to provide higher quality lessons and improved learning for all. We have purchased new equipment to motivate and engage the least active children during PE sessions and play/lunchtime sessions as well as after-school clubs. We aim to improve standards and to provide a creative and exciting way to enrich our curriculum contributing to children’s physical activity experiences.

We are one of the largest infant schools in Hillingdon with 480 children between three and seven years of age. We have a very busy and successful children’s center which offers support, advice, and a variety of services for our parents, families, and community. We have a large team of terrific teachers and superb support staff. We work hard to make our school a beautiful place and are very proud of the quality of our learning environment. We place learning at the center of our school. We aim to encourage children in their strengths, whilst supporting them to embrace new challenges. Our school philosophy is to provide our children with the best possible all-around education in a safe caring and loving environment. We aim to create a culture where thinking and learning flourish. We hope to lay good foundations for future learning so that our children can become full and active members of society. ‘Across the school the curriculum is outstanding’. At Yeading Infants, we continuously endeavor to “sow the seeds of success” which we do very well by working with parents to nurture our children through these four very important years of education. We are an ambitious school and believe in success for all. Our school Achievement Awards include The Basic Skills Quality Mark, The National Healthy Schools Standard, International Award, Active Mark for PE, Eco Flag, and Investors in People status. At Yeading Infant and Nursery School, these values are regularly promoted through high-quality teaching, a rounded program of assemblies, and a positive behavior policy that allows pupils to develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain. At Yeading Infant and Nursery, children are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school, we educate and provide boundaries for young pupils to make informed choices, through a safe environment and an empowering education. Children are given the freedom to make choices, for example, whether it is through the choice of challenge, how they record their work, or by choosing to participate in our numerous extra-curricular clubs and opportunities. Part of our school ethos and behavior policy has revolved around core values as recommended by Jenny Mosley’s Golden rules which promote ‘respect’ and ‘working together. During the academic year, children have been part of discussions and assemblies related to what this means and how it is shown. The school’s vision and aims promote respect for others and this is reiterated through classroom rules and school expectations, as well as our behavior policy. Yeading Infant and Nursery School is a highly diverse school. We actively promote diversity through our celebrations of different faiths and cultures, many of which are represented at our school. Religious Education lessons and PSHE lessons reinforce messages of tolerance and respect for others. Members of different faiths and religions are encouraged to share their knowledge to enhance learning within classes and the school.

Our school was built in 11956 and celebrated its golden jubilee in 2006. Ysgol Glan gele has had numerous extensions and improvements and today we now have 10 classrooms, a library, ICT suite, sensory room, an outdoor classroom, and cwtch self. We also have a dedicated first aid room and a computer room. We are also fortunate to have a well-equipped hall that acts as our dining room, gymnasium, music room, and a venue for whole school collective worship. We are lucky to have large outdoor grounds surrounding our school which we have manipulated to deliver outdoor provisions. We have a large playground area for the children to enjoy along with a pirate ship and a trim trail. We also have our forest schools area, outdoor learning area, and several outdoor classrooms and wooden cabins to be used by classes when needed. We take the safety of your child whilst in school very seriously and we have safeguarding and health and safety policies to ensure all protocols are followed these are reviewed bi-annually both policies are available on the school's website. our school aims to be inclusive and we hold the inclusion quality mark. We hope to make all our children feel welcome and happy and to look forward to their school day. Every child is different and we view differences as an opportunity for adults and children to learn more about over selves. If your child has a disability he or she will be treated equally to other applicants for admission. Before admission, there will normally be a discussion with parents/carers. The headteacher and LA advisers to determine the level of need so that we can make reasonable adjustments to ensure that pupils with disabilities are not placed at a disadvantage. We liaise closely with health visitors and the Conwy child development center. We have completed measures to increase access to the school by pupils with disabilities and have an access plan. Our school is all on one ground floor level and the main entrances and hall all have ramp access. There are toilet facilities for disabled children and adults. The school has a policy for supporting children with additional needs which are revised every year. This policy is available from the school office. Our aim is for all children to have access to all aspects of school life, as far as is reasonable and practicable.

All children, staff, and families of our school community are members of Team Wood End and we are all committed to following our school's vision and aims. We are an open and welcoming school and our ethos stems from our pledge to being a Unicef Rights Respecting School. Every child at Wood End Infant School is encouraged and supported to be the best that they can be in the safest possible environment. In partnership with our parents and carers, we teach our children to be happy, responsible, and confident citizens of the future. We provide every child with the opportunity to develop their full potential, independence, curiosity, and a love of learning. We embrace and celebrate the diversity of our school, where respect and tolerance are central to our ethos. Wood End Infant School is a happy and vibrant place. We offer a safe and stimulating environment for the children to learn in. We were judged to be a Good school following an Ofsted Inspection in 2012. Ofsted found that ‘All groups of pupils make good progress, resulting in standards that are above national average’. We are a four-form entry school set in lovely grounds with first-class facilities which include an ICT Suite, an Art, Design, and Technology room, a library, a large music room, and rooms to facilitate small group learning. The school is a large single-story building. The Key Stage 1 playground has a variety of play equipment installed, including an adventure playground and an area where the children can play on bikes and scooters at lunchtime. The children are also able to play on the large playing field. There is a separate playground for Reception classes, with a plethora of activities for the children to engage in. There are 2 large canopies in the playground so that outdoor learning and play can take place throughout the year. Our Nursery accommodates 100 children across 2 sessions (morning or afternoon) and is situated within the main building of the school. There is a separate entrance to the Nursery, but the children utilize all of the facilities that we have within the school. In addition, there is large outdoor learning and play area which is covered by canopies, allowing the outside space to be used all year round. We provide a curriculum that is broad and balanced, offering a range of experiences that are relevant to the children’s present and future interests and needs. Education is a life-long process and we aim to help the children to achieve their full potential and to acquire the concepts, knowledge, skills, and attitudes that will equip them for life in a fast-changing world. The curriculum is designed to achieve high standards through a relevant, challenging, and imaginative program that includes as much first-hand experience as possible. It is concerned with the development of children intellectually, emotionally, socially, physically, aesthetically, and morally and enabling them to become as numerate and literate as possible, to reach their full potential, and to experience full and useful lives both now and in the future. The children will be provided with active, enjoyable, and stimulating learning experiences in a secure, happy and caring environment where each individual is valued and respected. We aim to provide each child with opportunities to experience success and achievement and to develop a positive self-image. The Foundation Stage program is based on the Early Learning Goals and planned and delivered through the following areas – Personal, Social & Emotional Communication, Language & Literacy Mathematics Knowledge & Understanding of the World Physical Creative.

As a dedicated infant school, we believe that early years education lays the foundation for life-long learning. Here at Trafalgar Infant School, we are committed to both pupil achievement and pupil development. This means that through the wide experiences that we offer we aim to challenge our children to achieve academically while also developing their confidence, self-esteem, and a positive attitude towards learning. Starting school is an important time for both children and parents and selecting the right school for your child is an important decision. We hope you will find our website informative, and we look forward to welcoming you for a tour of our school. The statutory age for starting school is the term after your child’s 5th birthday. At Trafalgar Infant School all our children have the opportunity to start full time from the beginning of the academic year in which they become 5 years old. We are a three-form entry school which means that we have three classes of up to 30 children in each of the three-year groups. If your child is already attending a local school and you would like your child to transfer to another school for any reason, you should first discuss this with the headteacher of your child’s current school. This is because a child’s education usually benefits most when they have continuity of teaching and learning in the same school. If you still want to move your child, you will need to complete an application form. You should not withdraw your child from their current school until you have secured a place at an alternative school. The school must ensure that all parents understand our responsibility to safeguard the well-being of all pupils and that this responsibility requires us to have a child protection policy and procedures. As part of these procedures, the school can make a direct referral to the statutory child welfare agencies including the Police and/or Social Services without involving the parents if they have concerns about the safety of any child. Mrs. Thompson (Headteacher), Mrs. OptHolt (Deputy Headteacher), and Mrs. Brazier (Inclusion Co-ordinator) are the nominated people for Child Protection. Our inclusion coordinator advises on good practice in line with the latest Government and local guidance and any changes are reflected in our Inclusion, Equalities, and Special Needspolicies and our SEND information report. These are reviewed annually by our Governors. We have an inclusion leaflet for parents and carers. Our Pupil Premium Strategy outlines how we support families who are eligible for the Government’s Pupil Premium Grant. Our Accessibility Plan is reviewed annually by our Governing Body. This enables us to consider any additional actions to increase access to the school and the curriculum by children with disabilities. We use Jolly Phonics. Jolly Phonics is a fun and child-centered approach to teaching literacy through synthetic phonics. With actions for each of the 42 letter sounds, together with songs and videos, the multi-sensory method is very motivating for children. Lessons are carefully planned to follow the National Curriculum objectives. Progress of children’s developing sense of number and calculation strategies is monitored using maths target walls. This ensures that pupils and teachers are aware of the next steps to secure mathematical proficiency. A problem-solving approach enables children to recall and apply their developing maths skills. The PTA has a valuable role in the life of the School. All parents are automatically members of the PTA whilst their children attend Trafalgar Infant School and are welcome to attend any meetings. The PTA meets in the evening at school to allow working parents to become involved with the school and meet other parents. These meetings, which are friendly and informal, allow parents to find out more about what is going on in school, share ideas and issues. These are volunteer parents/carers of children in a particular class, appointed at the beginning of the school year, who offer another line of communication between the school and home. They also have information about PTA activities. Parents can raise issues with the class rep which can then be taken to the half-termly meeting with the Headteacher. Class reps are in the playground on most days and their photos are on display. Class reps meetings are held every month at the beginning of the school day. Parent Governors are elected by parents with children at either of the Trafalgar schools, for a 4-year term. The Staff Governor is elected by the staff of both Trafalgar schools, for a 4-year term. Co-opted Governors are appointed by the governing body for a 4-year term. The LA Governor is nominated by the Local Authority and appointed by the governing body for a 4-year term. Trafalgar Infant School is a community school with a governing body consisting of the Headteacher, Staff and Parent Governors, a Local Authority Governor, and Co-opted Governors. The school Governors have a legal responsibility for the overall management of the school and are actively involved in school life. The Governors form a management committee to support the Headteacher and our school’s management team.

Welcome to Torridon Infant & Nursery School. We hope you find all the information you require on our website and enjoy finding out about what makes us so special. Our most recent Ofsted Inspection in July 2015 substantiated the school’s self-evaluation that Torridon Infants is an outstanding school. The children are at the center of everything we do. We pride ourselves on being an inclusive school where we place a great emphasis on children’s personal and social education, developing their confidence and helping them to grow as responsible citizens. We demand high standards of behavior and respect for others. We strive to ensure that all our children achieve high academic standards, enabling them to achieve their highest potential, in a safe and happy environment where they feel valued. There is a purposeful, calm atmosphere in the school where children are expected to work hard and learn new skills. We all know that happy children make the best learners therefore we make every effort in keeping our self-esteem high by making life at school exciting, fun, and enjoyable. We are always seeking new and creative ways of engaging children in learning experiences that motivate and entice them to deepen their understanding and develop a lifelong love of learning. At Torridon Infant and Nursery School we aim to: Provide a stimulating & challenging learning environment that builds upon children’s strengths and interests. Enable children to develop as self-confident, motivated, independent learners. Enable all children to work to the best of their ability and achieve their full potential. Encourage high standards of self-discipline behavior and respect for others. Develop a strong partnership between home and the local community. We aim to provide an ‘irresistible’ curriculum that excites our children and is reflective of their interests and experiences. Skills and knowledge are taught through cross-curricular themes that are planned for each year's group. The basic skills of reading, writing, spelling, and number are also taught explicitly. Teachers use a range of teaching strategies according to the needs of the children and the subject being taught. These include whole class teaching, group teaching, and individual work. In Nursery and Reception classes all areas of learning are delivered through planned, purposeful play with a balance of adult-led and child-initiated activities. Learning opportunities are provided both in the classroom and in the outside areas. We follow the national curriculum for England which is to be taught in all maintained schools. The curriculum contains the programs of study and attainment targets for all subjects, at all key stages. All parents have a legal responsibility to ensure their child attends school every day and arrives on time. Parents should ensure their child is in the school playground at 8.55 a.m. when the classroom doors are opened. Teaching begins promptly and children mustn't miss this important part of the school day. Regular and punctual attendance is essential if children are to gain the greatest benefit from their education and feel part of the school community. Valuable learning time is lost when children are absent or late. Children arriving after 9.00 a.m. should be brought to the school office where a late slip must be completed and taken to the class teacher.

Here, at The Minster Nursery and Infant School, we never forget that your child is a unique and sentient human being with the unknown potential to achieve amazing things. We are passionate and determined to do all we can to work with you to ensure the brightest future for your child not just for the time that your child is with us, but to help him/her on his/her way to having the best choices at 16, 18 and beyond. We place a high value on relationships to honor one another as though we, each of us, our sons and daughters of the King of kings. We ensure that everyone is valued and celebrated regardless of race, gender, age, disability, religion, or socio-economic background. Underpinning our ethos are four main principles: empathy, unconditional positive regard, honesty, and a non-judgemental approach. The mix of these ingredients means that our children have hope and can believe that bright futures are theirs to claim. These are the perfect conditions for optimum growth and progress. Although we are a big school, we have a ‘small school’ feel. We know that your child is not a stand-alone unit or a walking pack of ‘results data’. Your child belongs to a family unit that is often complex. This is why we have a Family Liaison Officer who is available to work with you through life’s ups and downs to help you provide the best childhood for your child. We have an exciting program of refurbishment in the school so that your child can learn, grow and develop in beautiful and comfortable surroundings. At The Minster Nursery & Infant School we aim to develop every child, intellectually, creatively, physically, emotionally, socially, morally, and spiritually, through the values of the Christian faith: By providing a happy, healthy, safe, and stimulating environment in which learning takes place. By providing a happy, healthy, safe, and stimulating environment in which learning takes place. by promoting, developing, and supporting a positive partnership between all children, families, staff, governors, and the wider community. by teaching a broad, balanced, challenging, engaging, and inspiring curriculum that extends the children’s interests and responds to their individual needs. by providing varied opportunities for imaginative and creative expression both individually and collaboratively. by providing opportunities for exploration and appreciation of our world near and far. by building an inclusive community of reflective and responsive learners that ensures equality of opportunity. by building an inclusive community of reflective and responsive learners that ensures equality of opportunity. by promoting understanding, acceptance, and respect for the religious, moral, and cultural values of each individual, and a concern for the needs of others. by recognizing and celebrating the achievements and joys of all children, families, and staff. As a school, we feel our Christian ethos complements the government’s requirement of ensuring that key British Values are taught. In reflecting the Christian ethos of our school, we create a caring and secure atmosphere, encouraging our children to be unique, creative, independent individuals, open-minded, and respectful of themselves and others in our school. Through initiatives such as Many Cultures One Family, we encourage cohesion by celebrating the children’s different cultural heritages and promoting peace and harmony as we work alongside each other in school and the wider community.

Choosing the right school for your child is vitally important, possibly the most important decision you have to make as a parent. As parents we want the best education for our children but also want them to be happy and feel safe and valued in their learning environment. It is our aim at Ysgol Babanod T. Gwynn Jones to provide each child with a happy, secure, and well-disciplined, equal opportunities environment with a positive ethos that reflects our school's commitment to high achievement, effective teaching, and learning and good relationships. We encourage each child to develop as an individual. We provide a sound foundation for future education and foster an enjoyment of learning. We promote an awareness of the needs of others. We help develop independence and the use of initiative. We welcome and encourage partnership between teachers and parents in the education of the children. An effective partnership between parents and the school contributes to the children's learning, helping parents to understand and support the work of the school. We actively foster an atmosphere of openness. You will always be welcome at the school. As parents, you are invited to participate fully in school life. It was lovely to see so many parents pop in to see a selection of ICT work completed by Reception to Year 2 children. As a school, we are trying for the ICT BECTA Award to recognize the hard work that the children and Staff do with ICT. Hopefully, you will have seen a glimpse of the excellent ICT work that your children have produced and what excellent skills they are learning. The Governors of Ysgol T.Gwynn Jones were very impressed with the two school Councillors who attended a recent Governors meeting. The children had to present all the activities they had been up to as part of the school council. The children were excellent ambassadors for the children at Ysgol T. Gwynn Jones.

Stillness Infants is a happy and friendly school with high aspirations for all pupils. We aim to develop a love of learning in all children through an exciting curriculum underpinned by high expectations and set within a warm and positive learning environment. We hope this website gives you a feel for our school. It should also provide regularly updated information for parents, pupils, and the wider community. Stillness Infant School uses a Values-based Education approach to teaching and learning. The staff has worked together to select a set of 22 values that embody the spirit of Stillness Infant School. Each month, we teach a value through assemblies, displays, and everyday interactions with the children, actively modeling that value and referring to it throughout the day. Focussing on these values helps create a strong learning environment that enhances academic attainment, and develops children’s social and relationship skills to succeed at school and throughout their lives. A positive learning environment is achieved through the values being modeled by the entire school community. When we engage with values we start to understand their implications for making choices about our attitudes and responses. A Values-based approach encourages reflective and aspirational attributes and attitudes. These can be nurtured to help people discover the very best of themselves, which enables them to be good citizens and prepare them for the life of work. Stillness Infant School is a large school – around 270 pupils attend full-time as well as 50 part-time Nursery children. The school is set on a large site which is shared with Stillness Junior School. We are largely housed in one building on the ground floor, with a couple of office spaces upstairs. We also have a separate small building used for meetings, workshops, after-school activities, and for children to eat packed lunches. There is a playground space for all children as well as separate outdoor learning spaces for pupils in Nursery and Reception.

Every child is entitled to a good education, with equal access to knowledge, skills, opportunities, aspirations, diversity, and life chances. Your child deserves the very best from this school and we will seek to provide this in many ways, the most important of which are consistently well-taught lessons taken from a well-planned curriculum, in an environment where the well-being, happiness, and safety of every child is paramount. Teachers and school staff cannot do this on their own. When a school community does this together excellent results can be achieved. This includes parents and carers supporting their children at home, by encouraging learning, good behavior, and high expectations. With this community effort, you can see your children reach their full potential. On behalf of the staff, governors, and most importantly the children, I would like to warmly welcome you to our friendly and successful school that is at the heart of our local community in Edgware, in the London Borough of Harrow. Stag Lane Infant and Nursery School are proud to be a newly expanded four-form entry school with a large nursery. The new extension and internal building work currently taking place will provide much-improved teaching spaces with five new classrooms, a Studio, larger playgrounds/sports spaces, an improved kitchen, and a new Welfare room. We celebrate being a school that teaches children from a very wide range of abilities and backgrounds. In addition, we are privileged to be a national designated Teaching School leading the Harrow Teaching School Alliance. Our large and diverse infant and nursery school, with its many different languages, cultures, and religions, work effectively together to provide a very wide range of exciting, learning opportunities for all our children, in an energetic, happy and caring environment. At Stag Lane, we inspire and nurture lifelong learners through effective teaching and learning whilst at the same time providing rich and truly enjoyable experiences. Our school motto is Forever Learners: Achieving our dreams. We are committed to developing a passion for learning in all who attend our school. We want every child to see themselves as learners and to become a thinking, active and effective member of our ever-changing global community. Each child will have a personalized program of learning matched to their own: Understanding Experience Abilities and talents Rate of progress We will encourage them to develop: Initiative Responsibility Confidence Competence Respect for each other We will stimulate and challenge. We will create practical opportunities where children can explore and develop skills and understanding. We will ensure that the children are working in a secure, safe, and cheerful environment. We will develop a close partnership between home and school. We are at the heart of our community, providing a vibrant future-oriented learning environment inspiring all to become caring, responsible twenty-first-century global citizens. Our learners are encouraged to achieve highly, embracing life-long learning in a safe, secure, and supportive environment.

“We seek the best, hope for the best, expect the best, work for the best.” We warmly welcome you and your children into our school community. It is our great privilege to share your children’s learning journey – a journey that will never end. We share this wonderful task with every parent – keenly aware that you were and always will be your children’s first teacher. Childhood is a sacred ‘moment’ in every person’s life – and our adult lives are shaped by and profoundly affected by the events and experiences of early years. So we commit ourselves to walk closely beside our children, listening to their voices, guiding them, opening the doors and windows of their minds, inviting them to gaze beyond, to develop an attitude of curiosity and wonder. Working together we can create the very best possible environment and opportunities for your children to grow and learn. We follow Jesus every day in all we do and all we say. Following the example of Jesus and inspired by the ‘message of the Gospel’, we celebrate the unique gift that every child is and we work hard to enable each child to become all that they are capable of being. We endeavor to create and live in a community where Christian values are at the heart of all we do. At St. Peters, we follow the National Curriculum for KS1 and the Early Years Foundation Stage Curriculum for Reception. We aim to provide a broad, balanced, exciting, and effective curriculum, designed to meet the needs of all learners. In Reception children follow the Early Years Foundation Stage Curriculum which provides an inviting and stimulating environment where play, exploration, and practical activities form a foundation for all learning. The children are helped to learn, play together, relate to each other, share, listen, and cooperate. They are given opportunities to learn through access to sand and water play, books, paint and craft materials, computers, puzzle, construction kits, small world play, and outdoor equipment. Structured activities are planned to develop early reading, writing, and numeracy skills. By the end of Reception, most children are beginning to read and write independently and to use the number to solve written and practical problems. From year 1 onwards the curriculum includes all the subjects of the National Curriculum: English, Mathematics, Religious Education, Science, History, Geography, Design and Technology, Music, Art, Physical Education, ICT, and PSHCE. The curriculum is planned so that the children are given opportunities to develop skills and acquire knowledge in each curriculum area, with subjects combined in a topic approach wherever possible and at other times taught as separate subjects. We try to involve children in educational day trips to provide them with first-hand experiences to extend and enrich what they are learning about in the classroom. As well as trips out of school, we also invite various groups into school to support the children’s learning, such as drama groups, storytellers, artists, and musicians. In St. Peters, we work hard to support all the children in our school to achieve all they are capable of and this includes children with special educational needs or disabilities. We want all our children to enjoy school including those who can find learning more challenging and believe that this can be achieved when we work together. With your support, we can identify and break down any possible barriers to learning.

Welcome to our school. St. Paul and St. Timothy’s Catholic Infant School is set in the Liverpool suburb of West Derby. We are a large, 4 form entry school catering for children aged 4 – 7 years of age. We serve the parishes of St. Paul and St. Timothy. We strive to live the Gospel message in our daily life in school. Through our mission statement: ‘Love - Learn - Belief - Achieve, in the spirit of Jesus', all in our school community are encouraged to love God and love one another. We are an inclusive school, we aim to meet the needs of every child in our care. The health, safety, and wellbeing of our children is our primary concern. At St. Paul and St. Timothy’s, we are led by a highly motivated team, who constantly strive to drive up standards and provide a rich variety of experiences for our children. All children enjoy an exciting and challenging curriculum. We have high expectations of all in our school community and everyone is encouraged to work hard and do their best. We are very proud of the fact that our children make excellent progress. At St. Paul and St. Timothy’s Catholic Infant School, we offer our children a rich curriculum. This encompasses the EYFS and National curriculum as laid down by the government and the ‘Come and See’ RE program developed by the Archdiocese. We want our children to be happy, confident, self-aware, sociable, and articulate. We provide many opportunities to develop these attributes throughout the time the children are with us. Every child has their unique personality and we want to nurture this. We want each child to develop an understanding of their own needs and those of others. We want them to appreciate the people and the world around them. To recognize that we may have different thoughts and views from other people. We will teach them how to express their views respectfully through our Philosophy for Children sessions from Reception through to Year 2. We are keen to develop the following values in our children of tolerance, forgiveness, respect, a sense of justice (fair play), democracy. By teaching these values explicitly and through our wider curriculum we hope to nurture children who will grow into kind, understanding, and respectful adults who can take their place in society with confidence and a moral compass which will guide the decisions they make throughout their lives. We firmly believe that children need to be happy and feel valued to learn effectively. Children’s personal, social and emotional development is key to their mental health and general well-being. This plays a crucial role in every year group across the school. We believe it is our job to unlock the potential of every child. By offering a broad and balanced curriculum we can give our children a wide variety of experiences that may be the beginning of a lifelong passion or the spark of interest which leads to their future career. We are delighted to be able to offer the children a wide variety of enhancements to the curriculum and cultural experiences. We take all children in Year 2 swimming. We believe that swimming is an important life skill and want all children to feel confident in the water before they leave us to join Key Stage 2. Every child in Year 2 also benefits from weekly recorder lessons during the spring and summer terms. Year 1 and 2 enjoy Spanish lessons once a week as we believe that every child should have the opportunity to learn another language.

We are a large Infant and Nursery School situated in Hayes, Middlesex. We believe all our pupils deserve the opportunity to learn and grow in a stimulating and sparkling environment. We work closely with parents as we know that to enable our children to flourish we need to recognize and build on their home experiences. Our purpose is to provide a safe and happy environment for your child, where they can be themselves and thrive. We are proud to help lay the foundation needed to achieve their goals in life. We are a large Infant and Nursery School situated in Hayes, Middlesex. We believe all our pupils deserve the opportunity to learn and grow in a stimulating and sparkling environment. We work closely with parents as we know that to enable our children to flourish we need to recognize and build on their home experiences. Our purpose is to provide a safe and happy environment for your child, where they can be themselves and thrive. We are proud to help lay the foundation needed to achieve their goals in life. All schools have their own special identity and we believe that at Minet Infant and Nursery School we have created a successful and sparkling learning community. We offer a friendly, caring, and supportive environment that encourages our pupils to learn and develop academically, personally, and socially. We are very proud of our school. The children are enthusiastic learners and we do our very best to make activities engaging, exciting, challenging, and fun! Our children love to learn. Of course, a close, cooperative partnership between home and school is a major contributor to a child’s education and we welcome parents into school and value their contribution. We are very proud of the children who attend Minet Infant and Nursery School and of their amazing achievements. Each month at Minet, we focus on a different value. These are taken from a set of shared values that help us to work with one another co-operatively and with respect. We learn the importance of friendship and unity, and how to approach life with positivity and hope. These values make our school community happy and harmonious, a fun place, where children feel secure. Our Values are important to all pupils, staff, and parents. Do encourage your child to discuss the value with you and think about how they can show that value at school. Each month a certificate is awarded to the person from each class who has demonstrated the value! We encourage children to be gentle to one another and keep each other safe. We aim for everyone to be polite, well-mannered, helpful, and to become good citizens. We believe that no one has the right to prevent another child from learning or a teacher from teaching. We aim to give all our children a shared sense of pride in attending Minet Nursery & Infant School and to feel that it is a place where they are safe to learn and play without disruption.

We are a happy, hard-working community with a simple core belief: at Mead Road, we are “small enough for everyone to count”. We have a whole-child approach to teaching and learning which means we strive not only for high academic standards but also for the development of each child’s social, emotional, behavioral, moral, and communicative skills too. We offer a varied and exciting curriculum designed to engage and enthuse our little learners, inspiring them, we hope, to begin a lifelong thirst for discovery and knowledge. We want to open their eyes to “awe and wonder” through the experiences we give them, encouraging them to be inquisitive, creative, and confident people. We are very lucky to be set within beautiful grounds in the heart of Chislehurst. Our children benefit from space to run and play, and from being surrounded by nature. Forest School sessions are a firm favorite for lots of our mini-explorers! Mead Road Infant School creates confident, independent learners within a happy, inspiring, challenging environment, where children can reach their full potential. We achieve our vision through: A dedicated team committed to providing excellence Challenging and valuing all children Outstanding teaching with good subject knowledge Instilling confidence in our pupils Creating an atmosphere of respect for all Creating a diverse range of opportunities and experience Providing a modern approach to teaching Establishing and encouraging communication with all our stakeholders Our staff team is dedicated, talented, and enthusiastic about providing the best start to education we possibly can. We are also very fortunate to have very supportive parents and carers, many of whom are involved in the life of the school in some way. Our Governing Body is committed to continual review and constructive challenge so that we maintain high standards and effectively identify and rectify areas for improvement. As part of the William Willett Learning Trust, we are also supported by a wider network that offers us expertise, educational opportunities, and enrichment possibilities. Children deserve the highest quality teaching and learning experiences to enable them to begin their learning journey effectively. We treat all our children as individuals, recognizing that they all have differing needs. Success is best achieved when there is a partnership between home and school we pride ourselves on the “family feel” at Mead Road and value the important contributions parents make to their child’s education. We also firmly believe that children need to feel safe and happy to learn. Mead Road is a place where every child is valued and treasured. Equality is essential, mutual respect is expected and trust grows such that our children feel able to express themselves, take risks and “learn to fly”. The National Curriculum comprises core and foundation subjects. The three major core subjects are English, mathematics, and science and these take up a larger share of curriculum teaching time. The foundation subjects are art and design, computing (previously Information and Communications Technology, or ICT), design and technology, geography, history, music, physical education, and religious education. As we are a small school most children are allowed to participate in a variety of sports including dance, jujitsu, gymnastics, and multi-skills. Our curriculum will be taught with the consideration of the needs of all learners. It will be exciting and will inspire children to nurture a passion for learning.

Lyndon Green Infant School is a popular inclusive school with a special unit for children with Cognition and Learning Difficulties. The partnership is a keyword here at Lyndon Green, and all those associated with the school, staff, governors, parents, and children, celebrate achievement in all its forms, value highly the contribution made by children with special needs, and enjoy working together. We share a campus with our partner junior school, and there are regular cooperation and consultation between the two schools to ensure continuity and progression for our pupils. Strong links exist between our school and Garretts Green Nursery School, and we also have close links with Brays Special School for children with physical disabilities, situated immediately opposite our main entrance. We also enjoy the mutual benefits of working with other schools, as part of a teaching school alliance. Lyndon Green Infant School, a school where the children are at the heart of all we do, and where each child is encouraged to achieve success and develop a love of learning that we hope will continue throughout the rest of their school career and on into adult life. But success doesn’t happen by magic. All school staff works together with the pupils, their parents, our governors, pre-schools and feeder schools, members of the local community, and various LA agencies. We have a well-planned curriculum that focuses on structured development of the basic skills within a broad and balanced thematic program with activities that can be tailored to meet the needs of all pupils, both the least and most able, with lots of enrichment activities to make learning meaningful and enjoyable, ensuring that the children are keen to come back for more! Our school aims to achieve success for all by: To work competently and confidently and make good progress in all areas of the basic skills. To develop oracy skills to communicate confidently and effectively with clarity and understanding. To gain confidence and competence in the use of Information and Communication Technology to enhance and extend learning. To provide opportunities for children to think creatively, enabling them to solve problems and apply their findings to real-life situations. To grow as independent learners, providing opportunities for children to research and investigate subjects that are meaningful to them. To provide opportunities for well-scaffolded child-initiated learning enabling children to build on skills already acquired. Celebrate the work of all learners whatever their ability, working together towards success. Providing a safe and secure environment in which we can all grow as individuals. Developing an awareness of self and others. Developing respect for others, particularly about culture, religion, gender, and age. To acquire a set of moral values on which to base their behavior. Gaining an appreciation of their own and other environments. Encouraging and developing a healthy lifestyle. Participation in healthy activities both in and out of school. To feel self-confident and happy, having a sense of achievement. Including families and our local community to take an active part in school life. To develop positive attitudes to learning, fostering each child’s learning needs. A realization that we are all on a learning journey that learning is lifelong and inclusive. Providing opportunities within our curriculum and beyond for children to enjoy and achieve in their learning. To maintain a learning environment that is visually stimulating, developing an appreciation of aesthetics and further enhancing learning. Establishing and upholding positive relationships with others, building emotionally literate human beings. To appreciate that both success and failure provide opportunities to learn. To appreciate that learning is a shared activity. Provide opportunities for everyone to smile, laugh, and have fun.

Lyndon Green Infant School is a popular inclusive school with a special unit for children with Cognition and Learning Difficulties. A partnership is a keyword here at Lyndon Green, and all those associated with the school, staff, governors, parents, and children, celebrate achievement in all its forms, value highly the contribution made by children with special needs, and enjoy working together. We share a campus with our partner junior school, and there are regular cooperation and consultation between the two schools to ensure continuity and progression for our pupils. Strong links exist between our school and Garretts Green Nursery School, and we also have close links with Brays Special School for children with physical disabilities, situated immediately opposite our main entrance. We also enjoy the mutual benefits of working with other schools, as part of a teaching school alliance. Lyndon Green Infant School, a school where the children are at the heart of all we do, and where each child is encouraged to achieve success and develop a love of learning that we hope will continue throughout the rest of their school career and on into adult life. But success doesn’t happen by magic. All school staff works together with the pupils, their parents, our governors, pre-schools and feeder schools, members of the local community, and various LA agencies. We have a well-planned curriculum that focuses on structured development of the basic skills within a broad and balanced thematic program with activities that can be tailored to meet the needs of all pupils, both the least and most able, with lots of enrichment activities to make learning meaningful and enjoyable, ensuring that the children are keen to come back for more! Our school aims to achieve success for all by: To work competently and confidently and make good progress in all areas of the basic skills. To develop oracy skills to communicate confidently and effectively with clarity and understanding. To gain confidence and competence in the use of Information and Communication Technology to enhance and extend learning. To provide opportunities for children to think creatively, enabling them to solve problems and apply their findings to real-life situations. To grow as independent learners, providing opportunities for children to research and investigate subjects that are meaningful to them. To provide opportunities for well-scaffolded child-initiated learning enabling children to build on skills already acquired. Celebrate the work of all learners whatever their ability, working together towards success. Providing a safe and secure environment in which we can all grow as individuals. Developing an awareness of self and others. Developing respect for others, particularly about culture, religion, gender, and age. To acquire a set of moral values on which to base their behavior. Gaining an appreciation of their own and other environments. Encouraging and developing a healthy lifestyle. Participation in healthy activities both in and out of school. To feel self-confident and happy, having a sense of achievement. Including families and our local community to take an active part in school life. To develop positive attitudes to learning, fostering each child’s learning needs. A realization that we are all on a learning journey that learning is lifelong and inclusive. Providing opportunities within our curriculum and beyond for children to enjoy and achieve in their learning. To maintain a learning environment that is visually stimulating, developing an appreciation of aesthetics and further enhancing learning. Establishing and upholding positive relationships with others, building emotionally literate human beings. To appreciate that both success and failure provide opportunities to learn. To appreciate that learning is a shared activity. Provide opportunities for everyone to smile, laugh, and have fun.

In our school, we believe that every child matters and that education is a lifelong process. We aim to make your children's experiences with us as enjoyable and productive as possible. We have high standards and expectations and believe in developing the whole child as well as their academic potential. We aim to make your children's experiences with us as enjoyable and productive as possible. We have high standards and expectations and believe in developing the whole child as well as their academic potential. We will make every effort to ensure that your children leave us with enriched knowledge, skills, and understanding of the world around them. Our staff team is committed to providing outstanding care, guidance, and support and will work in partnership with you to provide the best possible educational opportunities for your children. We will make every effort to ensure that your children leave us with enriched knowledge, skills, and understanding of the world around them. Our staff team is committed to providing outstanding care, guidance, and support and will work in partnership with you to provide the best possible educational opportunities for your children. Lady Bankes Infant & Nursery School is committed to safeguarding and promoting the welfare of children and expects all staff and volunteers to share this commitment. We have several policies and procedures in place that contribute to our safeguarding commitment, including our Child Protection Policy. Sometimes we may need to share information and work in partnership with other agencies when there are concerns about a child's welfare. We will ensure that our concerns about our pupils are discussed with his/her parents/carers first unless we have reason to believe that such a move would be contrary to the child's welfare. We actively support the Government's Prevent Agenda to counter radicalism and extremism. We are very proud of the way that our children demonstrate our school values through their behavior, and we are pleased with the overwhelmingly positive feedback that we get from visitors and outside providers. The children in our school are taught that they have a right to have and express a view in a way that is part of a fair democratic system and considers the feelings of others. They are encouraged through the curriculum and behavior systems to make independent choices. They are also taught that they have a responsibility as an individual to uphold all of the school values when outside in the community. Our children are involved in establishing the rules in our school. They have a deep understanding of the school’s positive behavior policy and the implications of their actions upon the well-being of themselves and others. Whilst maintaining a broadly Christian basis for our Collective worship our core program of sharing celebrations and experiences linked to the backgrounds of our families (both religious and non-religious,) provides the opportunity to talk about and be proud of the children’s lives outside school. It also allows children to gain a greater understanding of and show respect for each other’s lifestyles.

Harefield Infant, Nursery, and Children's Centre lie at the center of Harefield Village. Generations of families have attended the school, giving the school a sense of real community and continuity. Harefield Infant School is delighted to have been re-accredited with the Key Stage 1 Basic Skills, Quality Mark. The assessor, Mr. John Dewhurst, said he 'had no hesitation in giving us this mark. Over the last five years, the school has been on a learning journey with many exciting developments. We have gained the Basic Skills Award in both Foundation Stage and Key Stage 1. This is reassuring as it demonstrates that those children who would usually struggle with their learning are making good progress. We also gained the National Association for More Able Gifted and Talented Award for ensuring that pupils are working and achieving well and the highest levels are being consistently achieved. Last year we embarked on achieving the Inclusion Award for our work with children and families who might experience barriers to learning. The award identifies that for children who have additional needs planning and thought goes into ensuring that they are accessing all aspects of school life. Two years ago we started teaching Philosophy to our children. SAPERE is the organization that runs the training for teaching staff to become confident in using this approach. We are very impressed with the progress our children made and decided to enhance this work further by becoming part of the Thinking Schools Alliance with the University of Exeter. Our children are taught to think from nursery and to have the processes of thinking explained to them from an early age. The children have blown us away with their reasoning, logic, and creativity. The improvements in learning and understanding are evident in their attitudes and work. All children know that to get better at anything they have to work hard and have good teaching and practice. We are a mainstream infant and nursery school that promotes respect, values differences, and encourages our children to be honest, healthy, independent, and successful members of our school and the wider community. We will make all reasonable adjustments to include children and remove barriers to learning to prevent disadvantage, promote equality of opportunity and foster good relations. We aim to work in partnership with our parents/carers to provide the best possible outcomes for their children. If you have any concerns about your child, talk to the class teacher in the first instance. You may wish to then meet with the Inclusion Manager for further advice and support. The Inclusion Manager may contact outside agencies for advice and with the parent’s consent, refer children for specific assessments, for example, an occupational therapy assessment. Regular communication with parents/carers about their views, wishes, and feelings and those of their child are listened to and become part of all planning to support their child. Class teachers plan for children through ongoing observation and assessment of their learning and development. All children are monitored through ‘Pupil Progress Meetings’ that are held between the class teachers and the Headteacher. The Inclusion Manager may also be present and other members of the school leadership team. Children identified at risk of delay or who may appear to have difficulty with learning will be offered extra teaching or other rigorous interventions put in place after consultation with their parents/carers. The impact of interventions on children’s progress is reviewed regularly through observation and assessment.