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Welcome to our friendly school in the heart of the Shortlands community. Our school motto is Love School Life and we aim for all members of the Highfield community, children, parents, carers, friends, and staff, to be part of this. By working together we achieve the best outcomes for our children and are extremely proud of our achievements whether academic or those which are focused on developing key life skills. Our broad, balanced, and rich curriculum is supported by outdoor, active, and international learning. We focus on the development of the whole child so that they are equipped for the next stage of their learning journey. We work very closely with Highfield Junior School, sharing expertise to provide the best possible education for our children. We work to ensure that every child meets their potential through our core values Respect, Creativity, Inclusivity, Responsibility, Determination, and Confidence. Our aims 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. Our School Values were agreed upon by all of our stakeholders and are used, along with the British Values, in the everyday life of our school. Each half term we focus on a particular School Value. At Highfield Infants' School, we have a broad and balanced curriculum tailored to meet the needs of individual children. We draw from a wide range of teaching resources and aim to produce confident questioning learners. Science, Computing, History, Geography, Art, Design, and Technology, and Music are taught through the IPC topics. The IPC topics present learning for the children in a vibrant and meaningful way, that helps to make links between subject areas. Spiritual, Moral, Social and Cultural (SMSC) understanding is also promoted throughout the units. So as our children develop knowledge, skills, and understanding in subject areas they are also learning about: Their own identity, Perspectives of right and wrong, How societies, including the UK function, Their responsibilities as young citizens locally and internationally. These aspects in turn support our work in promoting both the Highfield and British values. The IPC works hand in hand with our RE syllabus giving breadth and continuity across the whole curriculum. We aim to lay the foundations for adult life in 21st Century Britain, as well as encouraging tolerance and respect for other cultures and societies. The International Primary Curriculum (IPC) combines all the subjects of the National Curriculum in a thematic and creative curriculum. It has a clear process of learning and specific learning goals for every subject, international-mindedness, and personal learning. The IPC has been designed to ensure rigorous learning but also to help teachers make learning exciting, active, and meaningful. The IPC takes a global approach helping children to connect their learning to where they are living now as well as looking at the learning from the perspective of other people. Our School Council is elected by the children to represent the views of their classmates. Each class has two representatives on the School Council and they remain as a School Councillor for half a year. The School Council meets once a month and the children discuss a range of topics affecting the school. They go back to their classes to gather more ideas and feed these back at the next meeting. This enables our children to have input into the development of our school. The children discuss issues such as behavior, playtime, home learning. The minutes of each meeting are typed and shared with each class. Minutes of the most recent meetings are included below. Technology is changing the world around us and offers our children limitless possibilities. As our children's first educators we want to work in partnership with our parents and carers to teach the children how to use new technologies safely and responsibly both at school and at home. View full school

We are very proud of our school ethos, “Success for Everyone” and take every opportunity to celebrate the success of all our school community. We are a specialist Infant and Nursery School with a strong commitment to Early Years education. We have approachable, professional, and committed staff dedicated and effective Governors supportive and caring parents, and great children! As a learning community, we are constantly striving to challenge and remove any barriers to learning that will prevent our children from getting the best start on their learning journey. We want our children to be caring individuals, successful learners, and active citizens. We are committed to making school the most enjoyable time we possibly can. Our curriculum is broad and balanced which supports children as they learn and grow as individuals through exploring their emotions, formulating opinions, and respecting those of others. It inspires and motivates children to achieve the best they possibly can by providing a range of exciting and challenging learning experiences. We have high standards in reading, writing, and mathematics and our excellent resources and facilities contribute to a very high-quality learning environment. Elizabeth Selby Infant School was built in 1976 as Lawrence Teesdale Primary School. It was built to accommodate children from two other schools. However, the school planners had not expected the falling school rolls to reverse, as they did, and the school has only ever accommodated Infant and Nursery, children. The name was shortened to Lawndale Infant School. We aim to provide our children with a wonderfully stimulating, supportive, and happy learning environment. Every child is valued and we take pride in knowing our children well, taking time to observe how they learn, and planning activities that will promote progress. Getting it right is crucial in providing the building blocks for their future. We believe it is essential that children obtain the key essentials that will support them throughout their time in education and prepare them to be active citizens. In the Early Years Foundation Stage-EYFS (nursery and reception) our children learn through play and engage in adult-led and child-initiated activities. Children have opportunities to explore and investigate, developing their social, communication, problem-solving, and creative skills both indoors and outside. We follow the EYFS Curriculum. This covers four main principles the unique child, positive relationships, enabling environments and learning and development, and the seven areas of learning. Within this, there are seven areas of learning which are communication and language, personal and emotional development, physical development, literacy, mathematics, expressive arts, and design and understanding the world. View full school

We believe our school motto "Learn, Grow, Achieve" reminds the children, parents, and staff that anything is possible in life. When children learn new skills, such as making friends, sharing toys, or reading and writing, this helps them to grow and achieve. We have high expectations for all our children, and teach them that we never stop learning and that by working hard, we can achieve our goals. Our children achieve well academically and socially and enjoy being at school. Our staff is dedicated professionals who are committed to the children and work very hard to make sure that every child is happy and safe and that they are ready to learn. Our parents are extremely supportive, as are our governors. Together we work towards giving the children in our school the best possible start to their lives. BGFI is a committed and inclusive community of staff, governors, children, and parents who aim to support each other to achieve their full potential and who are tolerant and respectful to all. We believe that this will happen in a friendly and focussed environment while working in partnership with other professionals and organizations. At the heart of our school is the determination to nurture the whole child to grow as a confident lifelong learner, through fun and stimulating learning experiences both in and out of the classroom. At Blue Gate Fields Infant School we are proud to be an inclusive, welcoming school where everyone works together. Our School aims are that: Children and adults develop high self-esteem and confidence in their abilities. Children and adults treat others and are treated with respect. The school will ensure equal access to the curriculum and support the inclusion of all children regardless of disability or learning needs. Children and adults are enthusiastic about learning. Children become literate and numerate and have appropriate ICT skills. Children have access to a broad curriculum that takes account of different learning styles and individual needs. Children learn to play and work independently and co-operatively. They learn to take responsibility for their actions. Children and adults understand that they are members of a multicultural community and show mutual respect for cultural and religious differences. Adults and children understand the benefits of a healthy lifestyle. View full school

Beddington Infants’ School offers a uniquely immersive learning experience. Our provision is designed to meet the needs of the children in a natural, home-like environment. Learning opportunities are meaningful, related to real life, and incorporate the interests of our children. Our vision is encapsulated in The Seven Gifts of Beddington Infants’ School. The first thing you will notice when you visit the school is that the buildings and outside spaces are designed to offer your child a range of structured opportunities to develop the skills and attitudes of a motivated independent learner. Learning happens everywhere. Staff and families support children’s learning so that they have a genuine thirst for knowledge and are self-motivated to achieve. Their developing understanding of the learning process and the pride they experience when they make progress inspires them to take their Next Steps. Every member of staff is dedicated to the best possible outcomes for each child – the children know it and respond accordingly. Once families join us they know that it’s the warm relationships between staff and families, staff and children and children and children that make the school a place where children thrive. There are many opportunities for families to spend time in the learning environment with their children throughout the year. These opportunities enable families to see how settled and productive their children are at school. As professionals, we continually reflect on our provision. All members of staff are involved in our regular self-evaluation. There are a real drive and passion amongst the staff to keep improving. We consult research that has been carried out internationally and nationally. We also carry out our research so that we can develop our provision to meet the needs of our children. Our aim is that children are active participants in their learning, rather than having education forced upon them. Over the past few years, we have made a series of small adaptations to our provision which has resulted in a school where children thrive as individuals. While maintaining a strong focus on every child’s right to make strong academic progress, we support children in learning to think, to take responsibility for themselves and their learning, to find out who they are, to develop concepts of themselves as writers, mathematicians, musicians, artists, scientists, gardeners, etc. Working in genuine partnership with our families, our children stand tall and proud because they know who they are. The children are our greatest support in getting our provision right. We consult them regularly and their ability to reflect and suggest accurate Next Steps for themselves, each other, and us never ceases to amaze us. Many years ago, we removed our expectations of what young children can achieve. We asked ourselves ‘what if….?’ Every day the children surprise us. We believe in a truly inclusive provision. We appreciate that everyone is unique and, therefore, special. Through pastoral care and our innovative curriculum, we ensure that every individual child feels a valued member of our school community and is fully involved in every aspect of our provision. View full school

In all we do we aim to display... Love, Kindness, Joy, Self-Control, and Faithfulness. Our Christian values permeate the life of the school. As we go through the day the children and adults aim to live out these values, deepening their meaning and showing them in many practical ways. We ensure that diversity and difference are celebrated. Each week we spend time together as a school celebrating those children who have particularly shown these values in their attitude and behavior at school. We celebrate the children being punctual and having overall good attendance too and a prize is given for best punctuality and also best attendance. The Reception classes follow the Early Years Foundation Stage Curriculum. Your child will mostly be taught through games and play. The areas of learning are: Communication and language Physical development Personal, social, and emotional development Literacy Mathematics Understanding the world Expressive arts and design We follow the National Curriculum 2014. The curriculum has been mapped out across Years One and Two and each term we follow a topic that helps to scaffold the learning. Children develop quickly in the early years, and early years practitioners aim to do all they can to help children have the best possible start in life. Children have a right, spelled out in the United Nations Convention on the Rights of the Child, to a provision that enables them to develop their personalities, talents, and abilities irrespective of ethnicity, culture or religion, home language, family background, learning difficulties, disabilities or gender. This guidance helps adults to understand and support each child’s development pathway. Children are born ready, able, and eager to learn. They actively reach out to interact with other people, and in the world around them. Development is not an automatic process, however. It depends on each unique child having opportunities to interact in positive relationships and enabling environments. From Reception to Year 2 we use a wonderful resource called Numicon which enables the children to build an understanding of the concept of number. We use the Letters and Sounds scheme for teaching phonics. We find this a systematic program and a great basis for teaching children the phonics children require for reading and writing. We use our teaching expertise and other resources to bring these lessons to life whilst following a format for teaching that enables all children to make progress. We use several reading schemes and a series of books. For Guided Reading in class, we plan mainly from the Rigby Star and Big Cat series of books. The Religious Education at Dulwich Village C of E Infants' School is an integral and vital element to the curriculum. It is best summarised through the words from the Southwark Diocese Board of Education: "Religious Education (RE) is not just an academic subject, but, lies at the very heart of the curriculum and has an important role in reflecting and conveying the distinctively Christian character of the school. The Religious Education at Dulwich Village C of E Infants' School is an integral and vital element to the curriculum. It is best summarised through the words from the Southwark Diocese Board of Education: "Religious Education (RE) is not just an academic subject, but, lies at the very heart of the curriculum and has an important role in reflecting and conveying the distinctively Christian character of the school. View full school

The vision and values of Dorothy Barley Infant School 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. Our children will have respect for themselves and others. They will have good social skills that will enable them to reach their full academic potential. Our children will be confident, proud, and respectful individuals who develop a broad range of transferable key skills to equip them for life. They will be self-motivated and have high expectations of themselves now and throughout their lives and adapt as their lives change. Here at Dorothy Barley Infant School, we offer a wide range of extra-curricular activities that are available to all children in Years 1 & 2. We believe that these after-school clubs are highly beneficial to all the children as it gives them a great chance to learn a new talent or improve one that they already possess, they develop their social skills and build their confidence and self-esteem. We at Dorothy Barley Infant School believe that each pupil has individual and unique needs. However, some pupils require more support than others. If these pupils are to achieve their full potential, we must recognize this and plan accordingly. We acknowledge that a significant proportion of pupils will have special educational needs at some time in their school career. Many of these pupils may require help throughout their time in school, whilst others may need a little extra support for a short period to help overcome more temporary needs. Dorothy Barley Infant School aims to provide all pupils with strategies for dealing with their needs in a supportive environment and to give them meaningful access to the National Curriculum. The pupil premium is a government initiative that targets extra money for pupils from deprived backgrounds. Research shows that pupils from deprived backgrounds underachieve compared to their non-deprived peers. The premium is provided to enable these pupils to be supported to reach their potential. The Government has used pupils entitled to free school meals (FSM), looked after children and service children as indicators of deprivation, and have provided a fixed amount of money for schools per pupil based on the number of pupils registered for FSM over a rolling six-year period. This fixed amount of money is expected to increase every year for the course of this current Parliament. At Dorothy Barley Infant School we will be using the indicator of those eligible for FSM as well as identified vulnerable groups as our target children to ‘close the gap’ regarding attainment. All schools have to spend the sport funding on improving their provision of PE and sport, but there is the freedom to choose how we do it. At Dorothy Barley Infant School we recognize the contribution of PE to the health and well-being of the children. Also, we believe that an innovative and varied PE curriculum and extra-curricular opportunities have a positive influence on the concentration, attitude, and academic achievement of all children. At Dorothy Barley Infant School the governors agree that the money must be used so that all children benefit regardless of their sporting ability. We use our Sports Funding allocation to continue to place a very high priority on our PE provision. Our Sports coach also works with small groups of children to support physical development and also to boost confidence and friendships. Our staff works together to give the children a secure set of sporting skills. At the same time, we strive to inspire the children by inviting professional sportsmen and women to school. They share their passion for sport and inspire the pupils. Dorothy Barley Infants strives for success and has been developing our pupils to participate in inter-school competitions. Pupils have participated in visits to the swimming festival at Abbey Leisure center, Barking, and the Primary Panathalon at Barking Abbey School. We have supported sport for parents by offering ‘Active Dance’ sessions. The program was made up of 6 sessions delivered over 6 weeks to promote active lifestyles. Dorothy Barley School supports the strong school sport partnership infrastructure in Barking and Dagenham and we recognize this as key to the high participation levels in the school games competitions and festivals and CPD provision, as well as leadership and volunteering opportunities school, is always looking for opportunities to develop sport and fitness and we have spent significantly more than the Government grant to ensure our children benefit from the best provision. View full school

We are a successful, three-form-entry Infants school catering for children aged 3 - 7. We are situated on the Isle of Dogs in the heart of the East End of London and close to Canary Wharf. We work hard to provide the highest quality teaching and learning experiences for every child within the context of a varied, rich curriculum. Our children are at the heart of everything that we do and we aim to ensure that they are happy and successful. Cubitt Town Infants School is inclusive, working with the community to: Provide a secure, caring, and stimulating environment. Provide a secure, caring, and stimulating environment. Strive towards the highest standards and quality of education. Develop independence, self-discipline, and high self-esteem. Recognize and encourage individual potential. Stimulate imagination and creativity. Recognize and celebrate the multicultural society in which we live. Develop the confidence and skills that will lead to lifelong and thoughtful citizens of the future. Some children coming to our school may have a learning difficulty or disability that can make it harder for them to learn. These children will need extra help for a short time, or throughout their time in education. We recognize that all children are different and all children have the right to be supported to reach their full potential. We place the highest priority on developing children's literacy skills and we are proud of their achievements. We invest heavily in resources, staffing, and training so that children have the very best opportunities to learn. We aim for every lesson to be good or better, with no exceptions. We track the progress of every child care and ensure that there is a timely intervention for any child experiencing difficulty. We teach phonics across the school using the 'Read, Write Inc.' program. This is a rigorous, systematic synthetics phonics program. We teach the children to associate the sounds of language with the letter/s that represent them. During daily lessons, the children are taught to hear individual sounds, link these with a letter/ letters, and blend these to read words. They also learn to sound out words they need to write and spell them using their phonic knowledge. If you want to support your child’s learning at home please ask your child’s class teacher about the most appropriate materials to use, as not all phonics schemes work in the same way. We plan purposeful writing activities and we aim that all children become competent, motivated writers. In the Nursery and Reception, we plan from the EYFS guidance materials and in KS1 the children follow the National Curriculum program of study for English. They learn to write for a range of purposes e.g. stories, instructions, reports and they learn to use appropriate grammar and punctuation. View full school

At Thames View Infants we strive to provide a caring, fun, and supportive learning environment, in which every child and their family, really do matter. We strive to orchestrate a fully ‘joined up’ provision, where all children, regardless of their starting point, reach their full potential. We teach children to respect, accept and value their classmates and adults in our multicultural school community and their lives outside school by being role models. We want children to enjoy their time at school and will endeavor to create a comfortable and secure environment in which they feel cared for and valued by developing the children’s independence, confidence, and ability to make decisions for themselves. We say that we are a “School of Leaders” and aim to empower children to make choices, be heard, and negotiate through life by giving talk4learning a high profile. The teaching of reading and writing is at the heart of what we do and with a rich-ICT curriculum, we work hard to equip children with essential skills for later life. Children have only one chance in life. We pride ourselves on our vibrant, high-quality teaching and careful feedback – helping to give all children the best learning experience possible. We aim to make our school community welcoming and friendly in a safe environment. We feel that it is important that parents and teachers work alongside each other in partnership to help and support the children. Changing long-standing traditional dispositions to learning is a long-standing ambition of ours. Together, with your trust and support, we are making a real difference in our children’s lives and their futures. Thames View Infants and Thames View Juniors have worked together in a Collaborative Partnership for several years. Doing so has benefited our children and families tremendously over time. Both Schools have retained their identities, but by having a close working relationship, we have improved transitions between Year 2 (TVI) and 3 (TVJ) and have become more ‘joined up’ in our thinking. Teachers, Leaders, and Directors from Thames View Infants and Juniors work together closely so that all children passing through both schools benefit from a more equitable provision and have even more chances to succeed. Thames View Infants is a very special place to learn and work. Directors at TVI Learning will advertise a range of exciting career opportunities on this page. We recruit at different times of the year, so it is always a good idea to come back and check for updates. We know that Thames View Infants is one of the best schools in the Country. However, we understand how daunting being a new Parent can be, especially when charged with the task of finding the right school for your child. We are here to help you with that journey and our Family Support Team can offer the guidance and care you need to help you make the right decision. We offer prospective parents the option of a tour of the school and the choice of a professional to answer any questions you might have. To arrange such a visit, please contact our School Office. Children are admitted into the Nursery in September after their 3rd birthday. Children are admitted to the Infant School in September after their 4th birthday. Parents may place their child on the Nursery waiting list after their 2nd birthday. The admission process for securing a Reception place usually starts as early as December in the year before the child starts school. All admissions to and between schools within the Local Authority, including starting Reception, are administered “centrally” by the Local Authority’s Admissions Team. Parents wanting a place in the school, should complete the relevant documentation and return it to the Local Authority or apply online. We must emphasize that securing a place in the nursery does not necessarily guarantee a school place. To apply for a Nursery place, please come to the School Office. Thames View Infants is a bright and welcoming School, originally built in 1953. It serves the most deprived ward with the 6th most deprived Local Authority nationally. Between 2008-2012, (with help from the London Thames Gateway Development Corporation), the School grew in size and now encompasses 12 classrooms, a nursery, 2 halls, and offices. It provides a lively, cheerful environment for children and staff. Achievement at TVI is well above the national average and continues to grow. End of KS1 Attainment has been ranked the highest of all schools within LBBD since 2009 and – more recently – within the top 3% of all Schools nationally (at Expected+ and within the top 1% of all Schools at Greater Depth). The school is fully accessible with ramps located at all entrances to offer wheelchair access. There are additional classrooms in the playground, which provide the school with accommodation for a range of group activities. An extensive variety of after-school clubs take place in the school. Thames View Infants is a national trailblazer and staff often contribute to conferences and events both regionally and nationally. We have won a variety of awards and are invited to contribute to local news radio. We regularly share expertise on driving attainment, standards in Learning, Attainment, ICT, Supporting Families, Leadership, and Community Cohesion. Cited in a Governmental White Paper for valuing “Parents as Partners”, TVI continues to strive to offer the best possible learning experience for all pupils and adults alike winning the e-Learning Foundation’s “Best Primary of the Year Award” in 2012 and receiving a special commendation in the 2013 Pupil Premium Awards. Headteacher Paul Jordan, (in post since 2007), was the only London-shortlisted Headteacher in the 2017 TES Headteacher of the Year awards. Committed to working closely with partners and schools locally within LBBD and across London, Thames View Infants became an Academy in 2012 and 2017 gained Multi Academy Trust Status (a part of TVI Learning). Since 2014, Thames View Infants has supported other Schools as a National Leader of Education (NLE). With well-established partnerships with UEL and Teach Redbridge, TVI continues to support Initial Teacher Training (ITT). View full school

We are a friendly school with a well-deserved reputation for excellence in learning. Our committed and talented staff provide a challenging curriculum and have high expectations for the success of all children. Lessons, after-school activities, and visits provide a wide range of exciting learning opportunities. Stanley Park Infants’ School has many strengths and we provide a caring and supportive environment for children to learn. Our Parent Teacher Friends Association plays an important role in our school community. As well as fund-raising, the PTFA arranges social events for children, parents, and staff. Governors also play an active role in the life of the school. These strengths result in an ethos that values individuals and makes Stanley Park Infants’ a very special place to work, play and learn. 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. At Stanley Park Infants we are all working together to become super learners. This means that we are learning about the qualities that make someone a super learner, and we are working to become better learners by stretching our learning muscles. For example, to be like 'The Questioner', we are stretching our questioning learning muscles by asking questions to further our learning. This is based on research and theory, which has been adapted to suit our school. The super learner qualities are displayed in the 'Stanley Park Learning Mind', and each one has a super learner character. The success of the approach is that schools take a whole-school approach to the teaching of thinking. This means that thinking becomes central and explicit and all teachers and students develop a common thinking language and toolbox. As students move from lesson to lesson and teacher to the teacher they will be using the same tools and strategies as part of a coherent and well-planned approach. This applies to both primary and secondary schools. Each school will identify and select specific thinking tools which can be used across the curriculum. These tools will develop specific types of thinking and thinking processes. The students will develop an understanding of how they think and be able to articulate how they think. Teachers will talk about thinking with their students. View full school

We are a high-achieving, busy but friendly school, with lots going on. Thomas Wall Nursery and Robin Hood Infants School federated in September 2007. We share a site and in joining together, we have created a very large early years unit, including an assessment unit for nursery-aged children with complex communication difficulties. There are 390 children on the roll, housed in twelve classrooms. We have many awards and accreditations including the Primary Quality Mark, Healthy Schools, and Sports Quality Mark. Our end of Key Stage 1 attainment is high and we work hard to maintain this. Both schools have been judged as outstanding in OFSTED inspections. 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. Children are our priority. We work with families to provide a welcoming, caring and inclusive, yet challenging environment, in which children feel safe and reach their full potential. We offer a creative curriculum to inspire children to become independent learners and thoughtful individuals with respect for themselves and others, building strong foundations for their future part in society. We aim for children to: Feel happy, secure, confident, and valued. Be lively, independent, and inquisitive thinkers. Work hard at learning and enjoy their success. Show respect for themselves, each other, and people in our community. Enjoy physical exercise as part of a healthy lifestyle. Achieve as highly as they possibly can, using spoken and written language to communicate, and mathematics to calculate. Learn the technical skills necessary for the modern world. We aim for staff to help the children to: Develop lively, independent, and enquiring minds. Learn to work hard and enjoy each success, developing self-confidence and a love of learning. Acquire the knowledge and skills set out in the National Curriculum, using language, mathematics, and computing to communicate and reason. Respect themselves, each other, and people in our community by recognizing that although everyone is different, all are equal. Enjoy a healthy lifestyle, using physical exercise to control their bodies. Take responsibility for their actions and play a part in making decisions in school. Continue learning out of school supported by an active Home-School partnership. At ‘The Federation of Thomas Wall Nursery and Robin Hood Infants' we follow a creative curriculum in both the Early Years Foundation Stage and KS1. Children enjoy learning through an exciting and engaging curriculum that is enriched through school trips, extra-curricular activities, themed weeks, and special days. A love for learning is developed through an exciting play-based curriculum that children access through both independent plays and focus activities with adults. Children are encouraged to make connections in their learning through a creative topic-based approach led by the children’s interests. Children can engage with their learning through an imaginatively resourced free-flow learning environment that enables exploratory and child-initiated play both indoors and outdoors. We believe it is important that children develop as lively, independent, and inquisitive thinkers. Children learn through a topic-based creative curriculum that encourages independent learning, critical thinking skills, and a healthy lifestyle. View full school

We are a happy and high-achieving school at the heart of our community. We are proud of our academic record, consistently attaining above local and national levels for our age group. This is due to first-class teaching, an engaging curriculum, and a love for learning shared by staff, pupils, parents, and governors. We are ambitious for our children. As well as academic success, we nurture happy, confident, outward-looking, and well-rounded learners. We offer our children broad and rich experiences that develop their curiosity and help them to thrive. We want them to be the best they can in everything they do and we celebrate hard work and success across the curriculum and beyond. Our children are fortunate to be growing up in a richly diverse and harmonious community. It is a privilege to be part of this community and to support them as they develop respect, empathy, and responsibility values and attitudes that will stand them in good stead as they grow into global citizens. We are a high-achieving school at the heart of our community. We encourage every child to develop their unique talents by fostering a love of learning in a vibrant, safe, and happy environment. Aims: To inspire children and our wider community with a love of learning and curiosity about the world around us. To encourage children to be the best they can in everything they do. To help children develop the wisdom to make social, moral, and ethical decisions with reflection, empathy, and intelligence. We believe all children, however young, can develop responsibility with respect for themselves and others' values and attitudes that will stand them in good stead as they become global citizens. Oakdale Infant School aims to inspire children and our wider community with a love of learning and curiosity about the world around us. We encourage children to be the best they can in everything they do. We want our children to develop the wisdom to make social, moral, and ethical decisions with reflection, empathy, and intelligence. We believe all children, however young, can develop responsibility with respect for themselves and others' values and attitudes that will stand them in good stead as they become global citizens. Our school, like our country, has a richness that is due to the diversity of those who live here, and we value, embrace, and respect those from different backgrounds, cultures, and beliefs. We aim to enhance 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 clothes and try different foods from other cultures and we encourage parents/carers to participate and support our multi-cultural events. View full school