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St. Louis Infant School is a co-educational, Catholic, primary school, which strives to provide a well—ordered, caring, happy and secure atmosphere where the intellectual, spiritual, physical, moral, and cultural needs of the pupils are identified and nurtured. While St. Louis Infant School is a school with a Catholic ethos, it also enrolls pupils of other religions and none. The school encourages the involvement of parents through a range of contacts and their involvement in the St. Louis Parents’ Association, St. Louis Infant School endeavors to enhance the self-esteem of everyone in the school community, to imbue in the pupil's respect for people and property and to encourage them to be thoughtful, responsible and caring. St. Louis Infant School promotes gender equity amongst the staff and pupils. St Louis Infant School is the Catholic parish school of Rathmines. It was founded by the Sisters of St Louis in 1940 and shares a campus with St Louis Primary School. Both schools share many facilities in common, including schoolyards, grounds, and the assembly/PE hall. The school shared the resident caretaker, Mr. Cullen, for 61 years until 2001. St Louis Infant School accepts pupils from 4 years of age following the terms of the enrolment policy of the school. Parents of prospective pupils may register their interest by completing a pre-enrolment form. Pre-enrolment forms may be submitted to the school approximately two years in advance of entry to Junior Infants. St Louis Infant School strives to provide an educational environment that is suitable for the education of young children. Over the years, successive Boards of Management have undertaken programs of maintenance and upgrade to ensure that pupils are educated in a clean, comfortable school environment. View full school

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

An enormous welcome to all of our pupils and their families! We are delighted to welcome our returning pupils back to school for another year of growing and learning together. And we offer a warm welcome to our new Junior Infants and their parents as they begin a new and exciting chapter. We hope that everyone will have a fantastic year, with lots of fun and fruitful learning experiences. We are an all-girls school catering for pupils from Junior Infants to First Class. We are located in the North Dublin suburb of Edenmore. We pride ourselves on our warm, welcoming atmosphere where each pupil is encouraged to reach her full academic, physical, emotional, and spiritual potential. As an inclusive school, we welcome pupils of all nationalities, faiths, and abilities. Parents are invited to participate in their child's educational journey. The school year is drawing to a close, and summer is surely on its way! We have had another busy, fantastic, and memorable year in St. Monica's. Thank you to all those parents who supported and co-operated with the running of the school by ensuring their children were "in the line at ten-to-nine" each day. Thank you to the staff who endeavored to make every day happy, productive, and safe for the children. And thank you most of all to the children themselves for all their hard work -their rest is most deserved! Congratulations to the First Class pupils, who have completed their time in St. Monica's and will now proceed to St. Eithne's GNS for the last five years of their primary education. We wish them luck and happiness in all that they do. View full school

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. View full school

The school is an orthodox Jewish Voluntary Aided Primary School with a Nursery Class. It was founded by Birmingham Hebrew Congregation and started life in 1843 as the Hebrew National School. It later became Birmingham Hebrew School and ultimately, as it is now known, King David School, when it moved to its present site in 1965. King David School is a jewel in the crown of the Birmingham Jewish community. Its outstanding standards in the secular curriculum, the vibrant ethos and integration of Orthodox Jewish values, and the positive atmosphere of co-operation and harmony, all set in the context of a multi-cultural school in the heart of Britain's second city, make it a unique example for education, and indeed, society itself. The school's primary aim is to provide a sound secular and religious education, enabling the children to become integrated into society. The school strives to provide an environment in which all children are enabled to reach their full potential within the framework of the National Curriculum, developing emotionally in a happy and caring Jewish atmosphere. The close association with the local Jewish community provides the characteristics of a village school. King David Primary School is unique. The ethos of the Jewish faith permeates all aspects of life within a modern, multicultural school community. Our school provides a meaningful and inspiring Jewish Education, relevant to all children, focusing on strong moral values and personal development based on traditional Jewish teachings. This enables children to become knowledgeable about Judaism and to be caring, responsible members of society and this nation, sharing fundamental British values. Positive relationships between the staff and children, a happy and hardworking atmosphere, and an inclusive, supportive school, combined with excellent academic results, produce a reputation to be proud of. Cooperation and collaboration with supportive parents are highly valued and ensure that our family-orientated school nurtures and values children from all backgrounds. We are committed to delivering high standards in all areas of personal and academic development, having high expectations of every child. King David Primary School will be an outstanding school, "Where Stars Shine." King David will provide a meaningful and inspiring Jewish Education, relevant to all children. We will further develop the Jewish Studies curriculum to match the changing needs of the school community to enhance the development of Jewish attitudes, beliefs, knowledge, and practice. Formal assessment and consistent marking will be informative to pupils and parents enabling further progress in Hebrew reading standards and Jewish knowledge and practice. We aspire to provide a curriculum that inspires and motivates all pupils to become independent problem solvers who can cooperate and collaborate with others. We will teach our children how to cope with and build on success, face challenges and meet setbacks. King David aims to foster curiosity, self-belief, and adaptability taught in an exciting, explorative, thematic curriculum. Our broad, balanced, and vivid curriculum will promote a love of learning and high standards, especially in literacy and mathematics. Our curriculum will teach children the importance of emotional and social awareness and the need to be enterprising. Our programs of study will equip the children with significant knowledge and relevant understanding of what is right and wrong, fair and unfair. The children will have a sense of identity within the local area and value their local community. They will appreciate and have the necessary tools to live harmoniously and prosper in their multicultural community and to develop a national identity, sharing fundamental British values. King David School promotes high standards of teaching and learning through: High expectations, challenge, and a focus on improvement. Offering a broad and balanced curriculum, developing basic skills as a gateway to lifelong learning. Recognizing attainment, progress, and effort equally. Meeting a range of needs through targeted differentiation, including SEN (Special Educational Needs) and AMA (Academically More Able) provision. A drive for Excellence & Enjoyment, providing a stimulating and exciting environment, which engenders a love of learning in the pupils. Encouraging active parental involvement in their child's education. At King David School, we offer a relevant, differentiated, broad, and balanced curriculum to all our children. There will be equal access to all children, regardless of their ability, gender, religion, race, or physical ability. View full school

Kenmore Park Infant and Nursery School are a Good School (Ofsted July 2014) where the personal development and well-being of every child are paramount, alongside a broad and enriched range of curricular experiences which all work together to develop the whole child. We want for everyone to feel valued and included by Aiming high to achieve excellence in learning by applying the dispositions of an effective learner Providing a safe and caring environment conducive to promoting learning, which is positive and enjoyable (article 16) Promoting independent learning and encouraging everyone’s talents to the full (article 29) Embracing and celebrating the cultural diversity of our School family (article 30) Being committed to listening to our pupil's voice (article 12) Actively encouraging good, honest citizenship and British values through our SMSC curriculum thus equipping our pupils with the ability to make connections with their needs and rights (article 1) The Nursery and Reception Classes have access to outdoor learning areas. There is also an outdoor playground equipped with play furniture and a quiet, sitting area, stage, and pitch with a soft surface for the pupils in KS 1. All classes are in permanent, purpose-built rooms and all accommodation is on the ground floor. The school is on a shared site – Kenmore Park Junior School occupies similar accommodation on the first floor. There are strong links, both pastoral and curricular, between the two schools, and most children attending the Infant School transfer to the Junior School. They are able, therefore, to benefit from the stability and continuity which these links ensure. School Values: The prime purpose of the school is to promote learning leading to the fullest development of the individual. All learners are entitled to high-quality education appropriate to their needs and interests enabling them to contribute with confidence to their future development and to that of the community. Learners’ rights are more likely to be realized if their environment is happy, safe, calm, and secure. Active participation of home, school, and the community are crucial to the learning process. Kenmore Park Infant & Nursery School is fully committed to meet its responsibility to protect and safeguard the welfare of children and young people in its care. We will provide a caring, positive, safe, and stimulating environment that promotes the social, physical, and moral development of the individual child. Also, we aim to identify concerns early and prevent concerns from escalating. To have a thorough and up-to-date knowledge of the subjects they teach. To plan lessons and to use a range of teaching strategies to meet the needs of the children. To monitor children’s progress, assess, keep records, set targets for learning, and liaise with parents/carers. To challenge and support children by inspiring trust and confidence, building team commitment, engaging and motivating children, and taking positive action to improve children’s learning. To develop their professional expertise and to make an active contribution to the life of the school. View full school

Honeywell Infant School is a vibrant and creative school. We have a well-deserved reputation for high academic standards and offer a strong start to a child’s education. The school features in The Good Schools Guide and was judged to be ‘outstanding in our last Ofsted inspection in 2010. At Honeywell Infant School we aim to meet the educational challenges of the 21st century and enable all our children to be confident active members of society. we promote a culture that encourages children to enjoy learning, be successful and develop their gifts and talents. Our approach gives parents and children a sense of caring, confidence, and security making a sound basis for each child to develop their potential and to be their school life. There is always something exciting going on as we have a rich and fulfilling timetable. The school performs at the very highest level academically. Our analysis of the data shows that not only do children do well at the end of the different phases of the school, but also make good progress regardless of whether they are gifted and talented or have additional needs. Key Stage 1 results remain very strong and again placed Honeywell amongst the highest achieving schools in the country. In all areas we scored well above the Local Authority and National scores and our achievement is graded as significantly above the expected results in all curriculum areas by the DfE and Ofsted. We believe children should be nurtured academically, socially, and spiritually in a secure and supportive atmosphere. We believe that children should be encouraged to have high expectations of themselves and their achievements, to be proud of their individuality, to be able to share their experiences with others, and to respect different beliefs. Every child’s achievements will be valued by the whole school community. The aims of our schools are to: Commit to equality of opportunities for the whole school community where the diversity of race and culture and inclusion for all is demonstrated. Provide a safe, secure, and supportive learning environment where children are encouraged to talk and are listened to. Establish and maintain effective partnerships between the home, school, and local community. Provide a broad and balanced curriculum. Enable children to be confident and autonomous learners. Provide a range of opportunities for learning through first-hand experiences. Offer opportunities for each child to maximize their learning potential. Inform children, parents, and staff about the next step in the child's learning through a range of assessment practices. The schools are very well resourced. We have spacious classrooms within the four-story Victorian building. There are specialist teaching areas for ICT, music, and three large halls for assemblies, indoor PE lessons, and whole years group activities, such as theatre groups and curriculum workshops. The schools have two large playgrounds which enable Infant and Junior children to play separately. There is a garden play area which schools use for curriculum work and playtimes. We have an enclosed all-weather ball pitch for outdoor PE lessons and the schools also use Wandsworth Common for games activities and events. The Infant School has a Nursery with its grounds, enabling the school’s youngest children to have their own dedicated space. The Reception and Nursery classes are part of the Early Years Foundation Stage (EYFS), where the curriculum consists of seven areas of learning and development: Personal, Social, and Emotional Development - developing confidence and independence as part of a group. Communication and Language - communicating with one another through speaking and listening skills. Literacy - developing early skills in reading and writing. Maths - learning about numbers, quantity, measurement, shape, and space. Understanding the World - investigating and beginning to understand the things, places, and people around the local community. Physical Development - improving control and coordination of the body and learning to move and handle equipment efficiently. Expressive Arts and Design - finding ways to communicate by using color, shape, sound, texture, dance, movement, role play, and stories. Children in Reception class learn through a range of activities, which include self-directed spontaneous play, planned focused teaching and learning activities, exploration, experimentation, discussion, and investigation. Much of the learning is practical and based on real-life experiences. Assessment of children working in the seven areas of learning and development is through observation by the class teacher and well-trained support staff. Observations made throughout the year inform the final assessment at the end of Reception. The class teachers will talk to each parent about their child's progress at parent/teacher consultations. Here is a transition phase as children start Key Stage 1 and make the change to a slightly more structured day and way of learning. Children are still actively engaged in activity-based learning and there is a focus on reading, writing, and maths, supplemented by a broad and exciting topic-based curriculum. The curriculum includes trips to places in and around London to enhance learning. In Key Stage 1 child has two short playtimes and a longer lunch break. They attend assembly every morning, where moral and topical themes are explored and school values reinforced. Children also have the opportunity to share their work in a weekly Achievement Assembly. View full school

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

Every child is allowed to be the best that they can be. Every child is encouraged to ensure that their rights and the rights of others are respected. At Hillside Infant School we aim to provide a happy, caring, safe and secure environment for all our pupils. We offer a nurturing and highly supportive atmosphere, and we believe each child is unique. Our staff team works hard to support each child's individual needs. We believe in strong parent partnerships for our children to become independent and curious learners and be fully equipped for the next stage of their education. At Hillside School we encourage every child 'To be the best that they can be'. Our ethos centers around our four key values which are Trying our Best Every Day Kindness and Honesty Working as a Hillside Team Using Good Manners Our priority is to ensure that children have an excellent start to their education and are provided with an exciting curriculum to reach their full potential and achieve the highest standards possible. We work closely with parents and provide workshops and regular meetings on how to help children make good progress. We share individual pupil targets and children’s progress is regularly tracked and progress reviewed. At Hillside Infant School we are polite and respectful, we say please and thank you, we respect the equipment in school and we help our friends to tidy up. We respect our elders, we are learning to listen, we wait for our friends to finish speaking before we speak, we do not shout out in class and we enjoy listening to music. We take turns and share, during conversations, when we are reading in a group-standing in a queue, and during games with friends. We teach children to understand their emotional makeup and those of others. We promote common values that highlight diversity and equality, human rights, and responsibility. We deal with any allegations of bullying or harassment connected with prejudice and our exclusion and behavior policies do not discriminate against any groups. We are part of the local community. We visit Ruislip Lido, Emmanuel Church, Northwood Hills Library, and Northwood Hills local shops. We celebrate British festivals: Pancake Day, Mother’s Day, St. David’s Day, St. Patrick’s Day-St. George’s Day, Easter, May Day, Father’s Day, Bonfire Night, Harvest Festival, Remembrance Day, St. Andrew’s Day, and Christmas. We learn about Britain and its different cultures. We eat British foods: roast dinners-seasonal fruit, vegetables, fish and chips. We learn about the Monarchy and its history. We learn about the world around us. We celebrate special multicultural days from our local community and the wider world. We use books and the internet to find out about people from different cultures and with different beliefs. View full school

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. View full school

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. View full school

Hampton Wick Infant and Nursery School is a small school where every child is cherished and expected to achieve the best that they can about their education and social development. We promote a rich curriculum with a strong emphasis on the arts and, as a forest school, we make excellent use of our outdoor learning resources, in particular, a large conservation area – The Wilderness – which is attached to the school. Positive partnerships across and beyond our school are a key feature: relationships are valued and seen as an essential part of each child’s development. Our school enjoys a long-standing tradition of reciprocal, positive, and purposeful links with parents, carers, staff, and governors. This is reflected in the quality of relationships with children. We have positive philosophies which we believe help the children learn well today and prepare them for their future lives. Children enter our Nursery classes in the September after their third birthday. There is a registration procedure for admission to our Nursery but it is not possible to guarantee each child a place. Names can be registered with the school after the child’s second birthday. We are a three-form entry school with 90 reception places. Children will join a Reception class in the academic year in which they become five. It is the responsibility of the child's parents/carers to ensure that registration forms are completed and returned to the school swiftly. Forms returned after the closing date will be processed as late applications. Schools are not informed by the Local Authority of the names or number of children in their catchment areas. If you feel that your child is not ready to start school in the September following their fourth birthday, you can either arrange for your child to attend part-time until they reach statutory school age, or defer the date your child is admitted to the school until later on in the Reception year. If your child’s entry is deferred, the school must hold your child’s place and not offer it to another child. The latest your child can start school is at the beginning of the summer term. If you wish to defer your child’s entry, you will need to confirm this with the primary school where your child has been offered a Reception place. You also need to confirm this with the early learning provider so that your child can continue to receive their free early learning entitlement. All Richmond maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and disabilities and are supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. All schools are supported to be as inclusive as possible, with the needs of pupils with a Special Educational Need or Disability being met in a mainstream setting wherever possible, where families want this to happen. All schools with Reception children have undertaken a statutory ‘baseline screening’ with children. We have done the same for our Nursery children, trialing the screening a year before we are required to introduce this. For our Early Years Foundation Stage children and practitioners, this has been through the use of observations and everyday tasks in school from which data has been entered onto an IT-based program. This information is gathered and sent off (as required by law) so that a national picture of where children start in Reception can be ascertained. This data will provide teachers with a class-wide profile as well as information on each child. This will support teachers at forthcoming consultations in providing individual feedback but will also support staff in terms of looking to see where any possible gaps in provision may be which can then be addressed. Phonics Screening for Year 1 will continue. This will be the 4th year of testing. Phonics is high profile in schools and also with Ofsted. Again, staff will feedback to parents/carers from all classes about their child’s phonic development. Please remember to look under the ‘For Parents/Carers' tab on the school website, then Curriculum where you can access resources to support your child. From September 2015, schools in England are expected to develop their ways of assessing the progress of children against the revised National Curriculum. For us, this means Years 1 and 2. With the absence of levels, all schools are creating their systems and procedures, often individualized to each school. Our school is doing the same: we have explored options and come up with a system that tracks what children apply, know, and can do and plots this against a rising scale which then indicates whether a child is beginning, emerging, expected, or exceeding in terms of the National Standard, i.e. the curriculum expectations of their age. Again, staff will be able to talk with parents/carers at Consultations about how their child is performing in terms of the levels of understanding of the curriculum. Please bear in mind that children have only just started the Year 1 or Year 2 curriculum so please allow time for your child to make progress during the year! Please also bear in mind that we are just getting to grips with the system ourselves. View full school

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. View full school

Our school is a large four form entry school situated in Hall Green, a leafy suburb of Birmingham, and we share our site with Hall Green Junior School, with whom we have close links. Although we are a large school we work hard to create a small school feel by knowing our children and their families well and making them all feel special. Not only do we as a school strive to ensure that outcomes for the children's academic success are very high, but we also look to develop them as young people to support them to become responsible citizens and positive contributors to the local and global community. This is done, in part, through "Our Aspirations" and our "British Values" education. We work hard to ensure the children and all members of the school community enjoy a safe and positive experience where they are valued, respected and most of all have fun! We follow a program of Values Education. The concept behind this is to develop children’s emotional intelligence by giving them opportunities to explore the values on which our society is based and the vocabulary to express themselves. Our parents are also involved in our Value of the Month and have given us some very positive feedback about the impact of our Values Education on their children’s social development. At Hall Green Infant and Nursery School, we have successfully followed our Values Programme for many years. Our values are at the core of everything we do. They underpin our teaching and learning and provide an ethos and learning environment which helps to prepare our pupils for a positive future. At Hall Green Infant and Nursery School, we have successfully followed our Values Programme for many years. Our values are at the core of everything we do. They underpin our teaching and learning and provide an ethos and learning environment which helps to prepare our pupils for a positive future. We follow a program of 'British' Values. The concept behind this is to develop children’s spiritual, social, moral, and cultural development through giving them opportunities to explore the 'British' values on which our society is based and the vocabulary to express themselves. Our parents are also involved in our Value of the Month and have given us some very positive feedback about the impact of our 'British' Values Education on their children’s social development. Children with special needs are welcome at Hall Green I & N School. They add a particular strength to the school and offer all children new experiences and opportunities. We value all of our children and their achievements both at home and school. We understand that children have a great variety of needs and that each child is unique and special in some way. Through our attitudes, organization, and our partnership with you as parents/carers, we aim for every child to achieve the highest standard in all areas of their development. Our commitment is therefore to work with you to identify and support children's needs as early as possible. View full school

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. View full school

Grange Park Infant & Nursery School is fully committed to ensuring that every child receives the very best education and that all pupils reach their full potential in a safe, secure, welcoming, and nurturing school environment where everyone is valued equally. We also understand that some children may have factors in their lives that can affect their progress at school. All the staff and Governors at Grange Park Infant and Nursery School are strongly committed to developing young children personally and academically in a safe, secure, happy, and stimulating environment. We offer children a creative and challenging curriculum that caters to all abilities and interests. We have high expectations for all the children. We aim to nurture them to succeed as individuals and develop them into confident and independent learners. We endeavor to produce lifelong learners who will relish the challenges that our rapidly changing world has to offer now and in the future. The early years of a child’s life are very important. We aim to enable each child to reach their full potential by: Promoting educational excellence, matched to the ability of each child, in a welcoming, happy and caring environment Giving a firm foundation in literacy and numeracy skills Providing a broad and balanced curriculum – presented in a way that will be interesting to your child and will encourage him or her to want to learn Offering equal opportunities to all children in all areas of the curriculum and all aspects of school life Promoting tolerance and understanding between individuals and communities represented in the school Endeavoring to be a community that children and adults enjoy coming to, learning in, and sharing in the many relationships encountered here. There is a strong sense of purpose, energy, and drive amongst all members of staff generated by the knowledge that we are in a unique position to make a difference in the lives of the children. We see our school as a partnership between staff, children, and parents. We have a diverse school community and value the contribution all parents make to the school. The school continues to engage with the health agenda, as it has done from the outset and worked closely in partnership with Healthy Hillingdon. We are proud of our achievements in this area including the Mayor of London Healthy Schools Silver Award. The school offers Nursery places to 120 children. From September each year children as young as 3 years old start in the Nursery in Autumn Term with a staggered entry up to October. At Grange Park, we follow the National Curriculum. In this section, you will find information regarding the programs of study that pupils will follow throughout their time here and also extra-curricular opportunities that are open to them. At Grange Park Infant & Nursery School, we believe that everyone has the right to be treated with dignity and respect. We want everyone connected with this school to feel safe, secure, valued, and of equal worth. Our educational philosophy is built on providing a broad and balanced curriculum for every child, promoting mutual respect and tolerance of all members of the school community, and offering opportunities to all pupils in all subject areas and school life. All lessons are developed with our ethos in mind and ensure everyone can contribute. Our work to foster a culture of respect for selves and others includes holding regular assemblies and maintaining our Golden Rules and House Points systems. Our Equality Policy is the official framework for making sure that action is taken and ongoing plans are made to promote, maintain and improve equality in our school community. It has been written in consultation with the Equality Act 2010 and The Education (School Performance Information) (England) Regulations 2001. View full school

Gilmour Infant School is a thriving and happy school. We provide a safe, friendly, and supportive environment where all children enjoy learning, are valued as individuals, and, regardless of their ability, are fully included in school life. Our vision and values are at the core of everything we do. They underpin our teaching and learning and provide an environment that prepares our pupils as confident, happy citizens. Making school an exciting place to be, a place where we feel proud of the work displayed on the walls and of keeping the classroom tidy. Making school a place where the pupils are happy and safe when they play and work, knowing that no one will hurt them or make them sad. Making the learning interesting and lots of fun, including visits out of school and visitors to the school. Giving them work that is not too easy but which makes them think hard before they can finish. Encourage them to have a go and saying well done where they have tried their best so that they will always love coming to school and learning new things. Telling them what they are good at, showing them what they have to do to get better and then giving them work that will help them to improve a little bit every day, and all the time telling them how well they are doing and we are helping them when they need it. Making them always want to do their very best. Giving them a chance to tell people how they are feeling about our school so that they can make it even better. We understand that while different people may hold different views about what is ‘right’ and ‘wrong’, all people living in England are subject to its law. Democracy Rule of law Individual liberty Mutual respect Tolerance of those of different faiths and beliefs At Gilmour Infants, all subjects are taught following the National Curriculum. Phonics is taught at Gilmour Infant School following the Jolly Phonics scheme. Within reading, the school uses Oxford Reading Tree. Our aim at Gilmour Infant School is to provide a safe, stimulating, and supportive environment, where all children enjoy learning and achieve their academic, social, moral, and spiritual potential. View full school

Garden Suburb Infant School is a three-form entry school, which takes children from reception to year two (ages 4 to 7 years old). We pride ourselves on our very distinctive curriculum, which promotes creativity and supports cross-curricular links. We incorporate healthy eating and physical exercise into our curriculum and equal emphasis is placed on the learning that takes place in both the indoor and outdoor environments. We follow the National Curriculum and have regular inspections by Ofsted. Garden Suburb Infant School is a happy, caring school in which everyone is valued and respected. We encourage children to be curious about the world and to have a receptive attitude to learning, enabled by the skills we teach. We all work together to provide a rich and stimulating environment with a wide range of learning opportunities available to each child. We aim to develop all children to the best of their abilities and to help them grow into independent, confident, responsible individuals. We know we can only achieve the best for our pupils by developing close co-operation between home and school so we work hard to develop effective, supportive relationships with parents to support children’s development. We pride ourselves on being a very inclusive school. We value and celebrate the rich diversity of our school community and make every effort to enable children, parents, and staff alike to participate fully in the life of the School. At Garden Suburb Infant School, we use a mixture of informal observations and assessment for learning opportunities in lessons to continually assess our pupils and we keep a detailed track of our pupils’ progress and attainment. We are all very proud of our school and the school community. We believe it to be a happy and inclusive place where everyone is valued and respected. We are a community school under the control of the London Borough of Barnet and are situated at the southern end of the borough, in Hampstead Garden Suburb. We share a school site and governing body with Garden Suburb Junior School, and although we are separate schools, we work closely together. The children from the Infant School have priority for places in the Junior School at the age of seven. We believe that our schools’ values, curriculum, and ethos which permeate everything we do, reflect the British values of democracy the rule of law individual liberty mutual respect tolerance of other faiths and beliefs. Our vision is to cultivate excellence and enjoyment in teaching and learning within a safe, stimulating, and caring environment where the wellbeing of the whole child is nurtured and the achievements of each child are celebrated. We want to preserve and encourage the Infant School and the Junior School independence as well as enable close collaboration between the two schools. We recognize children learn and develop best when their education matches crucial phases in their development. The PE and sport premium is a grant from the government designed to help primary schools improve the quality of the PE and sports activities they offer their pupils. We receive a sum of money every year that we use to enhance the Physical Education and School Sports that we offer in school. The PE and sport premium is a grant from the government designed to help primary schools improve the quality of the PE and sports activities they offer their pupils. We receive a sum of money every year that we use to enhance the Physical Education and School Sports that we offer in school. View full school

Field End Infant School is a learning environment where everyone who is associated with us is encouraged to work in partnership with parents, teachers, governors, assistants, children, and the community so that we can all constantly develop and improve. At Field End Infant School we pride ourselves in providing a nurturing environment where all our pupils can develop the valuable life skills needed to go into the world and to make a difference and achieve excellence. We believe the key to success is working in partnership with you to support this exciting part of your child’s life and we look forward to welcoming you into the Field End Community. We recognize that in placing your child in our care, you expect the very best from us too and we strive to ensure that your child flourishes whilst they are with us. We offer a wide range of learning opportunities through an exciting and engaging curriculum. We have a dedicated staff that works tirelessly to support your children to achieve their potential. Our ultimate goal is for pupils to become self-motivated, independent learners with a wide range of study skills that will be useful to them throughout their lives. Whilst engaged in this process we also want them to have fun: to enjoy their childhood. We establish a happy, secure, well-ordered, and stimulating environment where children and staff can work together in an atmosphere of mutual trust and respect and where children can learn to be tolerant, courteous, and considerate to others. We provide a broad balanced curriculum to help each child develop their full potential through a range of skills, knowledge, practical activities, and resources so that they can become successful citizens in an ever-changing world. We recognize the individuality of each child and to cater individual needs so that they can learn at a pace that suits them. We provide equal educational opportunities and experiences to all members of the school community regardless of disability, race, religion, or gender. We teach and foster the development of good working habits, an enquiring mind, and self-discipline and encourage the children to take a pride in their work, in their appearance, and the appearance of the school. For children to learn in an environment that teaches self-worth, tolerance, and respect for others and where the achievements of individuals are celebrated. We encourage children to believe in themselves and to take an active part in society. We foster a caring environment where children learn to respect the school’s property and that of others. We teach children to understand their emotional makeup and those of others. We promote common values that highlight diversity and equality, human rights, and responsibility. We deal with any allegations of bullying or harassment connected with prejudice, our exclusion, and behavior policies do not discriminate against any groups. View full school

We are a thriving four-form entry infant school set within the heart of a highly diverse community, with over 50 different languages spoken by our children, families, and staff. Close to West Croydon train station and within easy reach of other transport links, we are always a popular choice for parents and prospective staff. We are fortunate to have a 52 place Nursery attached to our school, providing children from the age of three with a rich and creative learning environment, helping them to develop as confident and independent young people. At Elmwood, children learn about their rights and we are very proud of the fact that we are a UNICEF Rights Respecting School. These rights, alongside our ten super skills, encourage our children to be the best they possibly are in their learning and behavior. We recognize the individuality and uniqueness of every child. Pupils at our school achieve in line with the national average at the end of Year 2 and we have seen an increase over the past few years in the number of children achieving above age-related expectations in Reading, Writing and Maths. We are proud of the fact that children who join us make excellent progress from their starting point and become confident learners in a very short space of time. We offer a curriculum that is broad, creative and encourages children to learn practically as much as possible. We promote global awareness and have an absolute commitment to meeting the needs of all children. Inclusion is an incredibly important part of our ethos so do take a look at our SEN Information Report for more details about our work in this area. The partnership between home and school is incredibly important in the overall development of the child and we work hard to ensure that a school is a welcoming place for everyone. We make ourselves accessible and guide parents on how to support their child’s overall development. We provide opportunities for you to get to know other parents and carers by organizing coffee mornings, fundraising events, offering stay and play sessions, and through the numerous workshops and courses that we run across the year. We are proud of our school and achievements to date but are constantly seeking ways to improve. Each year we seek the views of parents and children and ask for feedback about our school and ideas to support us in making Elmwood an even better place to learn. By providing a flexible curriculum we aim to ensure a successful future in the 21st century by doing our best to enable children to become literate, numerate, and ICT competent to at least the level expected for their ages. We want to encourage children to have a sense of pride in their achievements and an ability to take full, the advantage of the opportunities offered to them. We also aim: to motivate, inspire and expect all children to achieve more than they have achieved before. Never to put a ceiling upon what we expect them to attain, but to help them strive to improve upon their previous best – everyone can be excellent at something. to encourage children to take responsibility for themselves, their actions, and behavior – to be self-disciplined, self-confident, and to think of others to acquire knowledge and skills relevant to life in a fast-changing world through a broad, balanced, and enriching curriculum to leave our school better prepared for life. to develop a cooperative working partnership between all staff, parents/carers, governors, and members of the community – we are all working together to benefit our children and to encourage everyone to respect the school environment. to provide a safe, secure, healthy, and stimulating environment in which all children have a sense of social well-being, can succeed, and be respected for who they are. Individual and group efforts are valued and praised – you don’t always have to be the best, you just have to try your best. View full school

At Dorset Road Infant School our children have positive attitudes to learning, high standards of behavior, and excellent attainment across the curriculum. The school has supportive parents, carers, and local committee members alongside inspiring, skilled teachers and excellent support staff. Pupils are provided with appropriate academic challenges and the breadth and quality of education beyond the core subjects are excellent. We employ specialist teachers for PE. We are extremely proud of the varied opportunities that are offered to pupils across the curriculum as extra-curricular activities. At Dorset Road, we believe that children learn best when they feel safe and enjoy what they do. Our lovely children are positive and enthusiastic learners who love a challenge and our staff is committed, creative and supportive. We are committed to ensuring a high staff/pupil ratio and to meeting the needs of all pupils. We have 3 classes each with a teacher and experienced support staff. The children’s learning takes place in a variety of ways, in ability groups, mixed ability groups, whole class, and sometimes individually and through personalized learning. We place a strong emphasis on children learning collaboratively, with a focus on the development of speaking, listening, and thinking skills throughout. We actively encourage our pupils to discuss learning and share their thoughts and opinions. We are very proud of our school and welcome prospective parents and children, either at one of our open days or by appointment. Come and see our happy school for yourselves. In addition to the broad-based curriculum, all children are taught a daily, discrete phonics lesson, from Letters and Sounds. Children receive age-appropriate phonics teaching alongside being supported and challenged at a level tailored to their needs. A separate discrete grammar and punctuation lesson is taught weekly at Key Stage 1. We approach all teaching and learning in a meaningful and practical way, making links with real-life wherever possible. Memorable learning experiences are planned and delivered thematically teachers can choose how to fit areas of teaching and learning together into a broad theme that will enable the children to make links between the areas. The Curriculum at Dorset Road Infant school is broadly based and we aim to enable all children to become confident learners who are willing to take risks to enhance their learning. All teachers work hard to promote independent learning, independent thinking, so that children develop a sense of themselves within a wider community and make good choices – now and in the future. All children are encouraged and supported to do their best, to know when to ask for help and when to work independently. We are an inclusive school where every child does matter. All children, including those with specific learning difficulties, the ablest, those with physical disabilities, and children with English as an additional language are nurtured through a wide range of strategies, interventions, and support. In addition to the basic curriculum, years 1 and 2 enjoy jujitsu coaching weekly and a specialist music teacher teaches all classes weekly. We offer piano and violin lessons too. Parents receive a class newsletter on the first day of each half term, telling them the main foci of the half term’s learning and suggesting ways in which they can support their children. This will detail the learning planned in all areas of the Curriculum: Literacy, Maths, Science, Humanities ( History, Geography, RE ) or the Prime and Specific areas of the Early Years Foundation Stage. We have high expectations of everyone in the school community, teaching, learning, and socially. Our children are happy, feel safe, and are enthusiastic about life and learning. View full school

We are a busy and friendly school with lots going on. Our aim is for our children to be happy, confident, motivated, and independent learners and we support them in every way we can to achieve their very best. The Dollis Infant School has stated the need “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.” At Dollis Infant School these values are reinforced regularly by following our values-based approach to the curriculum. Our community has chosen six values that the children learn about and discuss throughout the year and our parents and staff model and promote those values in the children’s everyday lives. We believe that for children to make good progress with their learning they need support from home as well as at school. We aim to develop a partnership with all our parents and carers to help our children achieve their very best. We believe that for children to make good progress with their learning they need support from home as well as at school. We aim to develop a partnership with all our parents and carers to help our children achieve their very best. At Dollis Infant School we are working together to embed a values-based approach into all aspects of our ethos and curriculum. At Dollis Infant School we aim to help children build on their natural enthusiasm for movement. We teach children how to acquire and develop their skills, select and apply them in a variety of situations and evaluate and improve their performance. We strongly believe that developing their physical skills will help them to achieve in all other areas of the curriculum. Our School Council comprises two elected members from each class. The members of the School Council meet regularly with Mr. Wingrove to discuss school issues. The Council members often seek views from the children in their classes which they represent at the meetings and feedback discussions and decisions afterward. All our parents and carers are members of the Friends of Dollis Parent and Carer Association which meets every half term. Parents and carers are encouraged to raise and discuss issues that affect the school and we listen carefully to the views and opinions raised. Our School Behaviour Policy is clear that all our children are expected to contribute and co-operate, taking into account the views of others. We have high expectations of behavior in our school which is consistently reinforced. Children are taught the value of, and reasons for, our expectations, and they understand that the rules are there to protect us, that everyone has a responsibility and that there are consequences when rules are broken. Mutual respect is at the heart of our values. Children learn that their behaviors affect their rights and those of others and all members of the school community are encouraged to treat each other with respect. We are extremely lucky at Dollis Infant School to have families from a huge variety of racial, ethnic, and religious backgrounds. We aim to enhance our children’s understanding of different faiths and beliefs by participating in a range of celebrations throughout the year. Children have the opportunity to dress up in their traditional clothes and try different foods from other cultures and we encourage parents/carers to participate and support our multicultural events. We celebrate Black History week every October. The school supports a variety of local and national charities each year and plans fundraising activities to support those charities, for example, Homeless Action in Barnet, NSPCC, and Children in Need. Our 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 children to make choices safely through our provision of a safe environment and empowering teaching. Children are encouraged to know, understand and exercise their rights and personal freedoms. We have robust Anti-Bullying and Behaviour policies in place. View full school

Deykin Avenue is situated in Witton, approximately two miles away from the City Centre. There is convenient access to the main bus and train routes and the school is within easy walking distance of the main shopping area in Witton. All four entrances of the school have been adapted to ensure full access. There is a major ramp at the front and two smaller ramps at the back entrances. There are railings to the only steps at the Infant entrance. The school has is a small garden area with an outdoor classroom. The children take part in a range of gardening activities. The junior playground has an activity area, game markings on the ground, and a shelter to provide a shady seating area. The infant playground has a variety of apparatus and equipment to engage our younger children in purposeful play activities. The school is also situated within easy walking distance of a pleasant park area and a nearby canal, all of which are excellent resources for the school science and environmental work and the children can visit these during all seasons. We also have access to nearby allotments. We have installed electronic gates which prevent vehicles from accessing the site during the school day. The electronic system also prevents pedestrian access through the school site. Visitors have to access the school via the secure gate entry system. Doors have been updated with extra security. This is to ensure that parents can be confident that no unauthorized persons can enter. The Governors and staff are aware that this inevitably restricts access for parents, but it is hoped that they respect and agree with the decision and understand they are welcome in school. The main office door has also been updated to enable easy access for those with disabilities. The school is part of a close-knit community and many of the children are second and third generation. Most pupils who attend live in the surrounding area although some attend from further afield. The school is a one-form entry catering for children aged 4-11. There are approximately 210 children on roll in seven classes. Children benefit from the strong support that is given in this close, friendly and caring environment. We are a friendly, caring school and we aim to ensure that all pupils feel safe, happy, and valued. All of the staff at Deykin Avenue are committed to providing the children with exciting learning experiences which will enable them to become independent, lifelong learners. We value your input and look forward to working in partnership with you. Aims: Celebrating all religions and cultures and using a wide range of multi-lingual resources. Ensuring equal opportunities for boys and girls whilst challenging gender stereotypes. Ensuring we have up-to-date policies that protect all children. Providing a safe environment. Valuing the ideas and contributions of children when making decisions. Providing safe, unbiased information. Delivering engaging lessons that educate and inspire. Being honest and allowing children to develop and share their own opinions. We are very proud of the diversity of our children and staff at Deykin Avenue. We come from a range of different cultures, backgrounds, and religions. We value the importance of treating everyone equally and with respect. The children are provided with lots of opportunities to discuss what bullying and discrimination mean and why they are both wrong. Our short-term aim is for our children to enjoy coming to school and wanting to learn. Our long-term aim is that they will grow and develop into proud British citizens, who do not judge other people based on their ethnicity, religion, sexuality, or disability. Below are a few different ways in which we help them to do this. The curriculum is all the planned activities that we organize to promote learning and personal growth and development. It includes not only the formal requirements of the National Curriculum but also the range of extra-curricular activities that the school organizes to enrich the experience of the children. It also includes the ‘hidden curriculum’ or what the children learn from the way they are treated and expected to behave. We aim to teach children how to grow into positive, responsible people who can work and co-operate with others while developing knowledge and skills so that they can achieve their true potential. View full school

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. View full school

Visitors to Darrick Wood School frequently comment on our pupils' excellent behavior, their positive attitudes to each other, to their teachers, and their learning. They are also struck by the clean, well-presented, modern facilities and the wide range of extra-curricular opportunities offered. Our results at GCSE and A level, outstanding grading in successive Ofsted inspections, designation as a Teaching School, and numerous accolades and awards provide further evidence of the School's excellent reputation locally and nationally. Our approach is encapsulated in what we call The Darrick Wood Way, which incorporates our agreed core values of respect, responsibility, and honesty within a framework of high expectations, everyone working together to achieve the best possible outcomes in all that we do. We show reverence for life, following the School’s motto, Revere or Vitam. Investment in the very latest technologies and the professional development of staff ensure we continue to challenge ourselves and seek new ways to prepare pupils for life in a rapidly changing world. As a School, we have an uncompromising commitment to providing our learners with the best possible experiences of teaching and learning. As a staff, we are determined to continually strive to improve our teaching expertise so that we can enable our learners to flourish. In pursuit of excellence in our profession, we seek to learn from best practices. We have been inspired and enthused over the years by experts in the field of teaching and learning, we have sought out what is best in the practice of fellow professionals beyond our school and we are eager to learn from each other. We work with all learners entrusted to our care to give them the best possible education we can to launch them into their journey of life as well qualified and prepared as possible. This is our moral purpose. Imbued with this zeal, as a professional learning community we have debated and discussed what will allow this overriding goal to be achieved. We have agreed on the following pillars of learning as key to the creation of a world-class center of learning in the heart of the local community we serve. We aim to ensure that these pillars are integral to all the teaching and learning which is experienced at Darrick Wood as we believe they are central to achieving the vision for learning on which we are all agreed. Working together, we are united in helping this vision become a reality, continually striving to perfect what we do. This is the Darrick Wood Way. The descriptions for each pillar will continue to evolve as part of our journey towards a world-class school. This is not the end but just the beginning. The School’s Curriculum Goal is “to provide all students with the appropriate qualifications, skills, and values to equip them for life”. At the heart of the Darrick Wood School, the curriculum is the National Curriculum. This is designed to enable all students to respond positively to the opportunities and challenges of the rapidly changing world in which they live. Students should leave school having become successful learners, confident individuals, and responsible citizens. The NC establishes a coherent framework to promote the study, building on previous learning and becoming more demanding as students move through the School. The Darrick Wood School curriculum has two broad aims: To provide students with the opportunities to learn and achieve. To prepare students for the responsibilities and experiences of life. In achieving these aims the curriculum should provide appropriate challenges for all students in ways that satisfy the diversity of their needs (including those in the Deaf Centre) so that opportunities for their inclusion in mainstream lessons are maximized. The Sixth Form at Darrick Wood School offers students the chance to extend and improve their academic and vocational qualifications and develop personal skills. The Sixth Form here is successful many subjects have consistently achieved 100% pass rates. In 2008 the ALPS value-added analysis of our A level results placed us in the top 5% in the country. In the Guardian newspaper, we were placed 59th in the national comprehensive school league tables. Each year under the guidance of highly qualified staff, students follow a variety of courses that prepare them for University, Further Education, or employment. This has helped our Sixth Form students achieve high standards in successive years. For our Post 16 students we offer: An enviable record of A Level success All courses fully resourced A wide range of extracurricular activities Personal tutors trained to support individual students and to monitor their academic progress Excellent ICT facilities Extensively equipped sports center available to students A modern Resource Centre dedicated to Sixth Form Study Generously staffed courses Highly qualified subject teachers Opportunities for personal development Sixth Form students are highly valued as positive role models for younger students and are our best ambassadors in the local community. Sixth Form students are nominated by their fellow students each year to undertake the challenging role of Prefects, from whom 6 senior Prefects are chosen including Head Boy and Head Girl. The Head Boy, Head Girl, and Prefects represent the School at all official functions and play an important role in supervising the younger pupils. View full school