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Founded in 1905, Rosthern Junior College (RJC) has a strong reputation for delivering well-rounded academic experiences to students for over 100 years. RJC is accredited by the Saskatchewan Ministry of Education and a member of the Saskatchewan Association of Historical High Schools, holding a high education standard. As a high school that teaches from the Anabaptist-Christian perspective, RJC places value on faith, service, leadership, and community in its students' education. We are a Grades 10-12 high school located in Rosthern, Saskatchewan on Treaty Six Territory. Our school is student-centered, community-focused, and rooted in the Anabaptist Christian faith tradition. We welcome students of all cultures and backgrounds, and it is our mission to make a difference in the world by preparing leaders in faith, service, and peacemaking. Our campus living options give learning opportunities in the community, and our innovative educational programs teach to the whole person. A variety of arts and athletic offerings also give students the chance to develop skills outside of the classroom. While RJC has students from many different backgrounds and faith traditions, the school is formally supported by Mennonite Church Saskatchewan & Mennonite Church Alberta. In partnership with home and church, Rosthern Junior College seeks to nurture the development of each student's identity and potential in preparation for a life of faith, service, and peacemaking. As a Christian educational community within the Anabaptist Mennonite tradition, Rosthern Junior College understands that children's education is a shared responsibility of the school, the home, and the church. We strive to integrate sound academic learning, growth in character and faith, peacemaking, and service to God and all creation. This educational endeavor is upheld and undergirded by our Christian values. We are convinced that learning, at best, occurs when academics are bound together with faith and positive relationships and where the focus is the development of the whole person.

NJC was founded in 1956 by a visionary British educator named Leonard Wilde. He imagined the possibility of bringing students from Canada and abroad together in an international context that would help inform their world view. The founder of Neuchâtel Junior College, Leonard Wilde, was a British man who had led a peripatetic existence on several continents after graduating from Oxford University, and who had become a professor of English at Neuchâtel’s École Supérieure de Commerce in 1949. He soon realized that Neuchâtel was ideal for young people to acquire French while studying for entry into university in their homeland and to do some traveling. Having already taught in the United States, he decided that he would recruit his students from there. With the support of his supervisor M. Jean Grize, Director of the École Supérieure de Commerce, and enthusiasm of the idea, Dr. Wilde took a leave of absence in 1951-52 to tour the United States, visiting schools and educational authorities. One characteristic of all good students is an unquenchable thirst for knowledge. Our unique school, perched on the shores of Lake Neuchâtel in the beautiful Swiss town of the same name, is ideally suited to students of this kind. Students come to us eager to learn more about the world around them, drawn to change, the sense that the world has more to offer them if they could step outside the boundaries of their local experiences. Neuchâtel Junior College exists for these types of students at this pivotal time in their lives, and here, they learn about themselves as much as they learn about the world. In 1956, NJC’s visionary Founder, Leonard Wilde, knew that “To be a leader today, one must travel the world.” This enduring idea is just as – if not more – relevant today. As much as our students have likely traveled to places with their families before, they have not gone on an extended, independent journey in most cases. The Neuchâtel experience offers a view of the world beyond childhood borders, and our trips are integrated with the curriculum to make the learning experience richer and fuller. The fact that students have chosen this journey to NJC sets them apart from both geographically and personally from where they began, thereby transforming them well beyond the potential of any single school trip experienced before. Over many months, our students explore Western European civilization centers, which helped shape our own culture, giving them knowledge of the past with which to consider the future. They visit unfamiliar and exotic places to gain an insight into the similarities and differences of other cultures in this increasingly global community. Inspired by NJC’s program, our students also learn that they can positively impact each place they visit. This may be through participation in a service rip, involvement in a Model UN activity, or helping to make our school community a better place through personal character, talent, ideas, and leadership. They experience all of this while immersed in their studies, surrounded by inspiring teachers and classmates, and living with a local Swiss, French-speaking family. This formula, unique in the world for over 60 years, consistently opens minds, broadens perspectives, and inspires graduates to make their place in the world more meaningful and purposeful.

Opportunities for learning support and extension are available both in and out of the classroom. Also, our instrumental program sees every child in Years 3 to 6 learn a different instrument (provided by the School) each year, across the keyboard, strings, brass, and woodwind. Each of our spacious classrooms has its wet area and mini computer laboratory with iPads and laptops for classroom use. The School also facilitates a 1:1 laptop program from Year 4. All rooms are air-conditioned, have interactive whiteboards, and look out over the treetops of our Junior School rainforest. Our boys and girls learn and adopt Junior Grammar values. They are encouraged to follow school and classroom rules through a reward and House points system focused on positive reinforcement and the satisfaction of good behavior and a job well done.

At the start of 1980, Alan and Lyn Smith, in conjunction with the Coffs Harbour Baptist Church, began an investigation into the viability of a Christian Community School in the Coffs Harbour region. In 1980, a public community meeting was called to ascertain community interest in starting a Christian Community School. As a result of that public meeting, Coffs Harbour Christian Community School commenced operation at the start of 1981. The school started with 29 students and ran classes from Kindergarten to Year 6. We are an education provider focusing upon Jesus Christ and His teachings as our ultimate aspirations for living. Throughout all our operations, we hope to present the lifestyle and teachings of Jesus to all people to live fulfilled lives. This teaching starts in Kindergarten and is integrated into our curriculum through to Year 12. We are pleased to express the Christian faith and its message of hope to Australian young people. Hopefully, you will see some of the influence of Jesus in your dealings with our school. We are different, and people do notice this difference. The difference is brought about because, as a staff, we have all committed our lives to follow Jesus. Encouraging the development of leadership within our students is an essential focus of the Christian Community School Welfare Program's culture. We program's culture leader to be a person who can see 'the big picture,' who is willing to serve others, encouraging them to reach their potential rather than focusing on themselves. Leaders must be hard-working, capable, and reliable. They should be a positive example for others, work in a team, and take personal responsibility for their actions and development. In Year 8, avenues for leadership development areas Junior House Vice Captains and the Middle School leaders. Year 12 students can become School Vice Captains and Captains (boy and girl for both), members of the Student Executive, Sports House Captains, or Church Time Leaders. Beyond these formal pathways, numerous leadership opportunities exist in other school activities, including music, drama, various teams, sport, debating, mock trial, chess, etc.

Annesley’s staff work collaboratively to deliver the Australian Curriculum in a student-focused Program of Inquiry. We teach a variety of skills that empower our students to be highly effective life-long learners, engaging communicators, thinkers who pose detailed questions, and active researchers who strive for their personal best.

welcome you to Kowloon Junior School for the 2017/18 year. What an exciting learning environment for your children to be in. A school where ‘Success for every child is at the heart of what drives the school and motivates staff and the community. KJS is about success in academics, in the arts, in sports, in community involvement, in students' personal lives, and in due course, responsible action in our local, national, and international communities. Our school has a strong and proud history. We intend to build upon this to ensure that our children are part of an exciting and positive future. The International Baccalaureate Primary Year Programme (PYP) provides an immensely strong foundation to set our children up for success not only at KJS but also through to KGV and beyond. We partner with our families to ensure our students have the best possible learning environment to promote well-being, collaboration, and excellence. The learning experiences provided through the PYP program at KJS will assist your child to view mistakes as learning opportunities and encourage creative and innovative thinking in a respectful learning environment. As technology and the world changed in the years ahead, we will quickly realize we are heading into the most exciting and dynamic era in history. At KJS our commitment will be to ensure ‘Success for every child’ means doing all we can to prepare our students to succeed in the future and holding high expectations of ourselves. Our membership in the English Schools Foundation (ESF) ensures we can draw on the collective wisdom of a learning community and create strong and successful pathways of learning for our children from Kindergarten through to their graduation from High School. Our mission is to provide a joyful, supportive, and stimulating learning environment where successful learners achieve through a wide range of learning opportunities and have positive well-being. They will learn with attitude respect for self, others, and the environment and have increasing levels of the agency to take action and make a positive difference in the world. Our children will be internationally-minded lifelong learners. To achieve our vision of ‘Success for Every Child’, staff at KJS will focus on Achievement, Agency, Respect, Opportunity, and Wellbeing (the AAROW’s of Success) supporting and challenging each child to be successful. This means a team at KJS who: Collaborate, families, and the community to achieve Success for Every Child Are supported to be professional and exceptional in their respective roles Regularly monitor and enhance each student’s achievement, agency, and wellbeing Have a passion for providing a broad range of learning opportunities within and beyond the class-based curriculum Model and promote positive wellbeing, growth mindset, and respect for self, others, and the environment Understand and implement a quality PYP framework Are a community of internationally-minded lifelong learners Within our mission statement, the qualities we recognize as key to being ‘internationally minded’ prevail. These qualities are outlined in the IB Learner Profile and are appropriate for all members of our school community. The Learner Profile underpins a curricular framework that provides access to global issues in particular through the concepts of responsibility, perspective, and connection, enabling us to put our vision and mission into action. We are proud to be an international school within a Hong Kong setting and to have the opportunity to draw on the knowledge and experiences of our community and the rich culture of our host country to enhance the learning in school and beyond.

Sha Tin Junior School is a large primary school, situated in the New Territories of Hong Kong. The school is part of the English Schools Foundation and offers a broad inclusive education through the medium of English. The school opened in 1988 and quickly grew to a maximum operating enrollment of 540. A facilities expansion program in the mid-2000s provided extra classrooms and several new facilities, including a swimming pool, sports hall, and rooftop playground, which are shared with our partner secondary school, Sha Tin College. The school also expanded to the current enrollment of 900 students. Sha Tin Junior School is fully authorized by the International Baccalaureate Organization (IBO) to offer the Primary Years Programme (PYP). The authorization was granted in May 2009, SJS becoming the first ESF primary school to achieve this status. In addition, the school is accredited by the Council of International Schools. Full accreditation was confirmed in October 2011. Facilities at SJS are safe, secure, broadly based, and of a high standard. A current refurbishment program will see the completion of newly renovated classrooms in all year levels, dedicated learning spaces for the Mandarin, Information Technologies, Music, Performing Arts, and Media Literacy programs by 2018. Students are encouraged to participate fully in the wider life of the school and a broad range of extra-curricular and out-of-school activities are offered. Parent involvement in school life is welcomed through a Parents as Partners program, classroom help, and an active Parent Teachers Association. SJS is an inspiring learning community. We provide an inclusive environment where effort is valued, learning is engaging and creativity is fostered. Our curriculum is underpinned by the elements of the International Baccalaureate Primary Years Programme and provides a robust international education. All stakeholders are encouraged to play an active part to enhance learning. We celebrate our cultural diversity, appreciate our place in Hong Kong, and believe in the importance of the Chinese language and culture.

Fairchild Junior Academy is an inquiry-based early learning center where the development of the whole child in a play-focused environment is central to everything we do. Our teaching and learning are based on the British Columbia and Ontario, Canada, Early Learning Frameworks, as well as the Early Years Foundation Stage (EYFS) from the UK. Our teachers base their methods on the Reggio Emilia approach to facilitating learning. Our mission is to cultivate curiosity, creativity, and confidence in each child through an inquiry-based approach to learning. Our vision is for Fairchild Junior Academy to be a place where: The ‘smile index’ is high within an atmosphere of happiness. Children love to come to school every day and know they are valued. Play is integral to learning as well as social, physical and emotional growth. Children build confidence but remain humble. Risk-taking and unfamiliar challenges are welcome. Children are inspired to be creative, curious, adventurous, and inquisitive. The staff is passionate about children and loves to be around them. Staff and parents support children through an inquiry-based, hands-on, and engaging approach to facilitate learning. The environment is the third teacher after the parents and teachers. Children will be fully prepared to enter the best local and international school programs in Hong Kong. Fairchild Junior Academy has been inspired by the fundamental principles of the Reggio Emilia approach and is committed to interpreting these ideas. The child as the knowledge maker, collaborator, and communicator The teacher as partner, nurturer, guide, and researcher Cooperation as the foundation of the educational system The classroom environment as the “third teacher” The parents as our partner in their child’s learning journey Children have a lifetime to be adults we encourage them to enjoy their childhood with playful, interesting, and developmentally appropriate activities. We create opportunities for exploration, creativity, and use of imagination. Growth and development are unique to the individual and are sensitive to each child’s time clock. We believe life is a journey and not a race. A natural drive to play is universal across all young mammals, from lion cubs playfully wrestling and baby monkeys jostling to kittens rolling a ball of yarn. These young ones are exploring their world through play like humans. Play is a crucial vehicle for exploring and learning, developing new skills, building relationships, and connecting with others. The play has key neurological, cognitive, socio-emotional, and physiological benefits for children’s health. Pretend play has been linked to creativity and creative problem-solving. The play has been described as practice in divergent thinking because, in play, children are constantly coming up with new ideas and recombining them to create novel scenarios. Most importantly, play is how children form loving, trusting relationships. There is a close link between play and healthy cognitive growth.

Cubitt Town Junior School is a happy, friendly school situated within the Isle of Dogs. We are committed to providing the best possible learning environment to ensure that the achievement of every single child matches their potential. Cubitt Town Junior School is a three-form entry school with an additional Year 6 class, we have the capacity for 390 pupils, taking children from age 7-11 years. We are dedicated to providing a welcoming, caring, and positive ethos where pupils achieve well due to the high standard of teaching, an exciting curriculum, and the care, guidance, and support of all adults. Our staff and governors all hold a strong belief that going the extra mile to help children to do as well as they can is the foundation for a good school. Working together with parents and the wider community ensures the addition of a wide variety of skills and talents that contribute significantly to the children’s learning. As an inclusive school that promotes a set of values that are enduring and seeks not only to achieve excellence intellectually but also creatively. At Cubitt Town Juniors we strive to nurture our students so that they may become caring, compassionate human beings ready to make a positive contribution to the wider community when they leave our care while challenging them to ensure they achieve their full potential. We understand that children achieve best when home and school work together. Effective communication and our ‘Open Door Policy’ underpin our strong parent relationship. Together with an outstanding Community House which offers opportunities for parents to receive guidance about the best ways to support children. Our Aims: To raise aspirations so that every child reaches their full potential. To ensure that each child is heard and valued. To provide exciting lessons which both pupils and teachers look forward to. To encourage children to be independent learners. To make children aware of the needs and issues of their local and wider environment and prepare them to be responsible members of society. To provide challenging lessons in a safe and stimulating learning environment. To enrich our curriculum with extended learning opportunities for both parents and children. To provide children with the skills to make informed and responsible choices. To ensure parents participate fully in children's learning and school life by providing them with learning opportunities and resources. Through our example children will see the value of respect, listening to the opinions of others, and compromise. Our staff and governors all hold a strong belief that going the extra mile to help children to do as well as they can is the foundation for a good school. Working together with parents and the wider community ensures the addition of a wide variety of skills and talents that contribute significantly to the children's learning. At Cubitt Town Junior School our vision is to ensure that every child reaches their full potential in an environment that supports both academic achievement and the wellbeing of all. We aim to develop an inclusive school culture and we are committed to nurturing the highest achievement possible from those pupils with special educational needs and barriers to learning. We aim to celebrate their successes and foster their development as independent learners and responsible citizens in partnership with families and the wider community.

Warren Junior School is an Outstanding School where children flourish. Our staff members are committed to delivering high-quality teaching and pastoral care. We endeavor to provide a stimulating blend of inspiring learning which challenges every child to exceed their potential. We aim to help pupils become enthusiastic, independent learners who want to make a positive contribution to their community. We are committed to working in partnership with parents and carers. We encourage early communication and can offer a wide range of support to families to ensure our pupils arrive at school ready to learn. As a Teaching School, we are excited to lead the next generation of enthusiastic new teachers into the profession. We work closely with the wider education community and are constantly seeking to improve and share our practice. At Warren Junior School, we celebrate the diversity of culture and heritage that we are fortunate to have. Teaching the core values that ensure a flourishing community is a key component of life in our school and supports pupils in becoming well-rounded individuals capable of making valuable contributions within society. Schools are required to promote specific ‘British values’, namely: democracy the rule of law mutual respect individual liberty tolerance of those with different faiths and beliefs. These and other values have always been a key element of our curriculum and continue to be taught at Warren Junior School using school assemblies, religious education, and PSHE (personal, social, and health education) lessons. All children share a common entitlement to a stimulating and relevant curriculum that is matched to their individual needs and includes the National Curriculum, whatever physical, emotional, behavioral, sensory, or learning difficulties they experience. Warren Junior Teaching School is an outstanding school offering teacher training positions for Primary and Special by providing high-quality training for teachers of the future through School Direct. Placements can be at any of the Strategic Partner schools within the alliance, including the outstanding Trinity Special School. The School Direct training program is open to both top graduates and career changers. It offers talented individuals the chance to be part of a teaching team from day one by combining teacher training with on-the-job learning. The support and guidance were given to all trainees to ensure that the placements are successful and work in harmony with the university. Trainees are based in their ‘host school’ for the year with a second placement of up to six weeks in a contrasting age range during the spring term. All mentors are experienced teachers and senior leaders. The school ensures that all children have full access to the curriculum by making explicit, through year group and individual teacher planning, the essential differentiation that ensures that children with special educational needs are working on the same curriculum. Children with SEN are supported in small groups and on a one-to-one basis within the classroom, or withdrawn to another room according to the type of work undertaken and the suitability of the location for the planned activity. Children who have a statement are supported in the classroom or withdrawn to ensure that their IEP is implemented in the most effective and least intrusive manner. There is a governor-appointed SEN Link Governor. The SENCo and SEN Link Governor will meet annually to discuss any current SEN-related issues. Other meetings may be held as and when necessary. The Governors are regularly updated and an annual report is made to parents. The SEN policy is available to parents. There is a code of practice available to all staff and parents. The Governing Body is made up of Governors who are committed to the school’s aims to encourage and develop the whole child intellectually, physically, emotionally, morally, and spiritually, to achieve his or her full potential within a forward-looking, stimulating, and secure environment. We aim to work in close partnership with our school leaders, staff, pupils, and parents to enable children to achieve success and to prepare them for the opportunities and experiences of adult life within a culturally diverse, ever-changing, society. The Governing Body is made of members from different groups – parents, staff, our local community, and the Local Authority. Individual governors bring their own experiences and expertise to the governing body and we aim to use their skills to the benefit of the school. All pupils are taught our ‘Warren Way Skills’ program, designed to teach respectful methods of interaction in school, with transferable skills that can be used in all areas of children’s lives. We further cultivate the concept of mutual respect by: Teaching Kelso’s Choices and the school’s ‘golden rules. Educating children to challenge prejudice and discrimination in all of its forms. Promoting the school’s ‘See it! Say it! Stop it!’ anti-bullying campaign.

Lawndale Junior School is committed to serving its community. It recognizes the multi-cultural, multi-faith, and ever-changing nature of the United Kingdom. It also understands the vital role it has in ensuring that groups or individuals within the school are not subjected to intimidation or radicalization by those wishing to unduly, or illegally, influence them. Our school reflects British values in all that we do. We aim to nurture our children on their journey through life so they can grow into safe, caring, democratic, responsible, and tolerant adults who make a positive difference to British society and the world. We encourage our children to be creative, unique, open-minded, and independent individuals, respectful of themselves and others in our school, our local community, and the wider world. At Lawndale Junior School, we meet the requirements of the National Curriculum 2014 document. To meet this requirement, we use the International Primary Curriculum (IPC) to deliver the content. The IPC is topic-based, making the teaching and learning more exciting for the children. Years 3 and 4 follow the same two-year cycle of topics and years 5 and 6 follow a different cycle of topics over two years. We use the Jigsaw Scheme of Work to teach PSHE. This scheme links to the Prevent strategy so we can meet the curriculum requirements of Prevent. Also, we teach elements of the Prevent strategy through other subjects such as debating controversial subjects as part of English teaching, learning about conflict resolution when studying historical topics such as WWII, and understanding of different cultures and religions in RE and through assemblies. We also hold events such as Diversity Evening to recognize and value the wide of cultures and beliefs in our school community. safety is extremely important and is discussed in school every week during lessons in the ICT suite when using iPads and in assemblies. We regularly hold parent meetings in school to discuss safety matters, such as social media, Prevent, and rules for using computers and iPads at home.

Churchfields Junior School is situated in South Woodford in the London Borough of Redbridge. Our school opened in 1874 and has occupied the same site for over three centuries. In 2011 a rebuild was completed to provide purpose-built accommodation. Our main aim is to provide high-quality teaching and an effective learning environment for all our children. We continue to employ new technologies and innovative practical strategies to ensure that our children are thoroughly engaged and enjoy their educational experience. Our staff team is committed to providing a secure and happy environment in which all children can thrive socially, emotionally, and academically. All our children are highly motivated, well behaved and a real pleasure to teach. We are very proud of them and Churchfields Junior School. At Churchfields Junior School we are committed to helping every child succeed, whatever their background or ability. We want to create a safe, happy, healthy, and supportive atmosphere where children can love life, learning, and play. We aim to offer our pupils rich and exciting learning opportunities that will help them to achieve and develop, and inspire them to do their very best. We devised this as a whole staff. We change the key points we particularly wish to work on at the beginning of each academic year. Our vision is for Churchfields to be a place of transforming growth, where education inspires children and adults to achieve, and where all members of our school community engage in a process of lifelong learning. We want to see all our pupils thrive as successful learners socially and academically through high-quality teaching and a rich and supportive learning environment. We want to see our values owned, understood, and in evidence at all levels throughout the school community. We believe in valuing each pupil and recognize that all children should be challenged, supported, and included in all aspects of school life. We want to promote equality and develop community cohesion, by creating rich and sustainable links across the community, which promote harmonious understanding. We want to see a school community that is enthused by and engaged in the shared ownership of a creative agenda. We want to develop independent, thinking children who are emotionally equipped and confident enough to make good life choices.

Berry made Junior School has been founded on a commitment to academic excellence through high expectations of the whole school community. We have a talented, dedicated, and committed teaching team who strive for excellence in teaching coupled with the provision of an outstanding range of opportunities beyond the classroom. As a result, Berrymede pupils are seen as happy children who enjoy the whole school experience. We aim to ensure that we excel, not only in our standards of academic, sporting, and cultural achievements but also in the promotion and development of a holistic education that is grounded in moral, social, and spiritual values. Above all, we want our pupils to enjoy their days at school and experience the joys of learning, discovery, challenge, and adventure. Ours is a happy school in which our pupils are encouraged to become considerate and responsible members of society. Berry made Junior School is committed to providing high-quality education for all our students. Pupils learn in a safe, caring environment, one that enables them to reach their full potential. Under an umbrella of rights, respect, and responsibilities, Berrymede promotes understanding, co-operation equal opportunities. The shared ethos of the governors, staff, parents and the local community underpins our shared values and enables all to deliver a broad enriching curriculum. We are a four-form entry school. There are currently 352 children on our roll. Children are grouped according to age and taught in mixed ability classes. However, children are also grouped by ability for the teaching of literacy and mathematics. There is a balance in all classes between whole-class teaching, group work, and individual tuition depending on the subject being taught and the particular needs. In addition to the conventional classrooms, there are specialist rooms for Music and ICT, two assembly halls, a dining hall, and a gym. Interactive whiteboards are in use in all classrooms. The school has two medical and welfare rooms. The extensive playgrounds provide ample space for recreation and outdoor Physical Education including a nature area currently under development. The school is planning to improve and develop the outside play areas in consultation with the school council. The school gates open at 8.40 am. All children should be in school at least a few minutes before the morning whistle is blown. Punctuality is very important. Registers are taken at the beginning of the morning and afternoon sessions. Children who are late must report to the school office to be registered. Total teaching time per week is 23 hours and 15 minutes excluding registration, assemblies, and breaks. Traditional team sports are played at Berrymede Junior School including football, quick cricket, rounders, and netball. The time allowed each week for the PE curriculum is 90 minutes. This time is shared between gymnastics, dance, and games [including team games]. Extracurricular activities in the form of weekly clubs after school include football and netball in the Autumn and Spring terms, rounders, quick cricket and athletics in the Summer term, and Badminton for year 6 pupils. Facilities available for sport at Berrymede include two tarmac playgrounds and a sports field, which is next to the school. The sports field is shared with the local community groups. PE and coaching qualifications held by staff at Berrymede include badminton, football, volleyball, cricket, and gymnastics. Berry made makes use of coaching when offered from outside agencies. In the last few years, we have benefited from football and cricket coaching from Brentford Football Club and Middlesex Cricket Club.

St. James’ (VC) Junior School is a Church of England school that recognizes the common values which are held by all faiths. At St. James, we welcome and respect people from all backgrounds and religions as part of our school family. We have high expectations of ourselves. We help each other to enjoy learning, to achieve the best we possibly can, and to be able to make choices that will contribute to a healthy lifestyle and economic well-being. We work and play together so that our school is a safe and happy place where everyone feels valued. We want members of our school family to be responsible, confident people who can contribute fully to society. With twelve classes we are an average-sized school, by Newham standards, but are large when compared to other schools nationally. We fully understand the influence and impact that different forms of behavior play in determining the success within the school, for all pupils and adults, in the forming of the whole school ethos. St. James’ CofE Junior School is a member of the Newham North Learning Partnership (NNLP). NNLP is a partnership of nine local children’s centers, infant, junior and primary schools that work together to support and raise the aspirations and achievements of all children, their families, and the community as a whole: providing highly effective learning experiences and opportunities, as well as community and welfare services. As a voluntary controlled community church school, our diverse multi-faith, multi-cultural and multi-ethnic pupils, staff, and community make St James’ a rich, unique and harmonious place to learn, work and visit. Regular opportunities exist for visitors to the school including workshops for parents, open days and evenings, performances and assemblies, or community tea parties and events (including quiz nights and our, now legendary, international evenings). Based in the heart of East London, just over two kilometers away from the 2012 Olympic swimming pool and park, is our happy and exciting school. Visitors and staff, as well as those children and families that do not live locally, can walk to the school within eight minutes from Forest Gate mainline station (part of Crossrail developments). Forest Gate station provides easy access to popular transport links, including Stratford and London’s Liverpool Street station. St James’ Curriculum follows Primary National Curriculum (NC). However, we are proud to offer a much broader curriculum than the NC, making the most of the many and varied opportunities to broaden and enrich the curriculum for our children. We have developed a theme and skills-based curriculum that successfully offers a wide range of developmental opportunities and ensures that learning is both mastered and has depth. The mastery pedagogy works on the principle that all learners, with effort, will meet expectations while some learners will be able to access even greater challenges to deepen their thinking further, exceeding end of year (age-related) expectations for attainment. Teachers at St James’ therefore use Bloom’s Taxonomy to support their planning, ensuring that the variation of independent learning tasks allows all children to access learning objectives at the relevant stage in the progression of concepts being taught. We fully understand the influence and impact that forms of behavior play in determining the success within the school for all pupils and adults and in the forming of the whole school ethos. We will aim to nurture in the individual awareness and responsibility for their attitudes, decisions, and actions and a recognition of their consequences. In the context of our school environment, our policy supports the agreement and fulfillment of school aims and set procedures that consistently insist on positive behavior from all individuals which meet the expectations, needs, and aspirations of everyone establishing respect, safety, and opportunities for success for others and self. We understand that schools are ever-changing and recognize that there are times when we need to adapt and respond immediately to those changes as and when they occur.

We are a large and over-subscribed three-form entry junior school with 360 pupils on roll. We are federated with Carlisle Infant School and work extremely well with them, sharing high aspirations and a consistency in approach which supports and promotes the clear progression of all pupils, as they move through KS1 and KS2. We also have very positive working relationships with another partner KS1 and KS3 schools and are committed to ensuring a successful transition for all pupils. Hampton Hill Junior School is a Community school and admission arrangements are determined in agreement with the local authority. The Admissions Authority for our school is the London Borough of Richmond upon the Thames which publishes its entry regulations every year. Our governing body applies the regulations on admissions fairly and equally to all those who wish to attend this school following the Local Authority. We believe that children learn best when they can be fully involved in their learning and we are committed to providing them with as wide a range of enriching and engaging experiences as possible. We are fortunate to be situated close to a wide range of stimulating outdoor environments, which we regularly make use of to enhance the experiences the children have at HHJS. We are a school where children are encouraged to participate in and develop their academic and creative interests and talents and we are proud of the range of external validations we hold, regarding key areas such as art, music, curriculum, international links, and health and wellbeing. We have a central belief that pupil voice and leadership are key qualities that are beneficial to all and as such, we look to encourage and support the development of these whenever possible. We set high expectations for all of our pupils and work hard together to ensure that every child fulfills his or her potential. We believe in a whole team approach to supporting the children and are very proud of the commitment of our staff to this. We believe in providing the children with a curriculum that is progressive, vibrant, and exciting and have clear monitoring and assessment procedures in place to support their access to this, alongside ensuring their academic progress and social and emotional well-being. The introduction of the new primary curriculum in September 2014, has coincided with the Federation of Carlisle Infant School and Hampton Hill Junior School. As part of the preparation for both of these, staff from the schools worked together to develop a curriculum that is dynamic, broad, balanced, and innovative to ensure that the children enjoy a practical, fun, challenging learning experience that will prepare them for life in 21st Century Britain. At the fundamental core of our curriculum is a belief that children need to learn core knowledge whilst developing the necessary skills to make them independent thinkers who will progress through secondary school and beyond. As such we have identified a skills progression that the children will follow in each subject area to ensure that they can attain this. We also recognize that children need a curriculum that is wider than the national curriculum. To this end, we have incorporated aspects of Enterprise, Sustainability, Globalisation – through our international links and Full International School Status and Local Community Responsibility as well as Religious Education and Relationship Education. We are confident that through the dedication of all our staff we can ensure that all children receive a curriculum that is inspiring and appropriate to them as individuals. Hampton Hill Junior School is committed to safeguarding and promoting the welfare of all children and adults at our school. We expect all staff and volunteers to share in our commitment to keeping children safe. We have a Safeguarding Governor, Ruth Wright who monitors the effectiveness of our safeguarding policy and procedures. The Richmond Local Safeguarding Children Board (LSCB) is an independent statutory board that ensures everyone is working together for the safety and well-being of children and young people in the London Borough of Richmond. At Hampton Hill, these values are taught, reinforced, and celebrated in an age appropriate way, through our broad, balanced, and enriched curriculum, collective worship, our structures and systems, our commitment to the importance of pupil voice and leadership, and as an intrinsic part of our ethos and values. We actively challenge pupils, staff, or parents to express opinions contrary to fundamental British Values, including ‘extremist’ views Creating a sustainable school is a key part of what we aim to do here at HHJS. We believe that the young people in our care are the leaders and decision-makers of the future and as such, their generation will play a pivotal role in determining the future of our planet and its resources. We believe that we as a school, have a major part to play in helping them to know about and understand the issues so that they can make informed decisions when they are older. In 2006, we successfully applied to become one of the “National College Leading Sustainable schools” and two years later we became the only “Knowledge School for Sustainability” in England through London Challenge. In 2010, we won the National Teaching Awards Leading Sustainable School for London.

Heathfield Schools are lively and exciting places in which children and their learning come first. We want our children to develop an attitude to learning that is ‘can do’ and to take every opportunity on offer to attain their personal best. Your role as a parent and supporter is crucial. The messages we all give about readiness for school, punctuality, homework, and reading, and how we engender your child’s commitment to their learning will lay the foundations for a successful school experience. We recognize and value the contribution you make. That is why our partnership with you is so important and one we wish to do everything to build and maintain. 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 school’s English marking policy is supported by the extensive research that has taken over the last 30 years place, about the importance of feedback in the learning process. The most recent contribution “A Marked Improvement” (EEF January 2016) states that “Feedback should be specific, accurate and clear be given sparingly so that it is meaningful and that the use of targets to make marking as specific and actionable as possible is likely to increase pupil progress.” The report also stresses the importance of effective professional development for teachers in developing their marking and feedback skills. As members of Heathfield Schools’ Partnership, we are committed to working together to create an environment in which every child feels safe. All members of staff recognize their responsibility for protecting all children with whom they have contact, especially children who attend Heathfield Junior School and Heathfield Infant School and Nursery. This Safeguarding Policy is part of the schools’ KEEPING CHILDREN SAFE agenda. It should be read in conjunction with other policies relating to the safety of children, including the schools’ Positive Behaviour Management Policy, AntiBullying Policy, E-Safety Policy, First Aid Policy, Supporting Pupils at school with Medical Conditions, Health and Safety Policy, Attendance Policy (including Children Missing in Education) and Whistleblowing Policy. All adults regularly attending Heathfield Schools are expected to read, sign and adhere to the behaviors outlined in the schools’ Safe Working Practice Agreement. All members of staff are responsible for recognizing and responding to possible cases of abuse or neglect swiftly and appropriately. At all times, the safety and welfare of the child are paramount and should be the guiding factor in all decisions made. The school operates under Keeping children safe in education: Statutory guidance for schools and colleges (September 2016). All members of staff are expected to read Part one: Safeguarding information for all staff and to adhere to this guidance, alongside Heathfield’s Safeguarding Policy. Heathfield Schools’ Partnership is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. It is everyone’s responsibility to ensure that pupils are cared for appropriately and safeguarded from any harm, and their duty of care to promote the health, safety, and welfare of all members of the school community. This working practice clarifies the measures needed to ensure that all employees and pupils can work within and enjoy being part of a safe and caring environment. It is acknowledged that the vast majority of employees behave appropriately whilst working with pupils. Whilst it is recognized that the individual members of an organization may hold different values and opinions, adults working in a school are in a position of trust and their conduct is, therefore, governed by specific laws and guidelines and the policies and procedures agreed by the Headteacher and governing body. We are proud of the support we offer to children with SEND at Heathfield. This involves a range of interventions to support children experiencing difficulties with maths, literacy, processing, memory, social skills, and emotional or behavioral difficulties. support is delivered by a dedicated team of experienced SEND Teachers and Teaching Assistants, and trained volunteers. We also involve outside agencies whenever appropriate and welcome conversations with parents about their child's difficulties or the support they are receiving. We have high expectations of our children with SEN and work in partnership with families to ensure they achieve their very best. At Heathfield Junior School we run a weekly online chess club when schools across the UK play against other schools as a team. The aim is to play mini-leagues in the 1st half term of each of the terms in the academic year for a 5 week period where schools compete to win their mini-leagues. Chess is a game of concentration and decision-making filled with patterns and puzzles. Playing chess results in better brain function, improved memory and cognitive abilities, strategic thinking, and attention improvement, which leads to improved attainment and is an excellent game to aid learning.

At St. John’s we value our excellent reputation for being a friendly, family school. We get to know our pupils as individuals and provide a secure and positive environment one that stimulates enthusiasm, offers equal opportunity and a challenge for all one that makes a difference. Our main school rule, ‘Treat others as you wish to be treated yourself, is founded in the Christian teachings of ‘Love thy Neighbour’ and embodies our approach to life in St. John’s and beyond. As a result, our pupils enjoy school, care about and help each other and about their wider community. Our children are at the heart of all we do we provide a broad and exciting curriculum and offer an array of wide-ranging opportunities for them. We encourage all to ‘Go for it!’ through our positive school motto. As a result, having joined us as infants, from our main feeder Hampton Wick Infant and Nursery School, our talented young people leave us as confident, caring, well-rounded, and inspirational young seniors - they are ready and prepared for their secondary education and the rapidly changing world beyond. We value our school’s rich history and we drive to be at the forefront of education. We enjoy working and developing partnerships with our wider community, such as Hampton Court Palace, our fellow Richmond Church of England Schools, our Diocesan schools across London, and ‘Teaching London’, our LDBS teacher training provider. Our intake into Year 3 comes from Hampton Wick Infant and Nursery School (our feeder school). If your child is in Year 2 at Hampton Wick you are automatically allocated a place in Year 3 at St John’s. Applicants for in-year admissions should contact St John’s to see if a place is available. A St John's Supplementary form must be filled in along with Richmond Borough’s Common Application Form. As a Christian school, the Governors believe that a balanced education should encourage the spiritual and moral, as well as the academic, practical, aesthetic, and physical development, of every child in its care. At St John’s we endeavor to provide a broad Christian Education across all aspects of the National Curriculum. We aim to enable each child to become spiritually aware, to recognize and support the multi-faith nature of society, to be understanding, tolerant, and respectful of others, and to develop both a sense of moral responsibility and purpose. Every child is encouraged to develop both a sense of self-respect and self-discipline within a safe and happy environment and to grow into self-motivated adults able to function as full members of society. St John’s is a school that consistently achieves success, not just in academic studies, but also in the Sports and Arts fields. Whatever their talents, every child is welcomed and valued as an individual and is given every opportunity to realize their full potential. At St John the Baptist School we recognize our moral and statutory responsibility to safeguard and promote the welfare of all children. We endeavor to provide a safe and welcoming environment where children are respected and valued. We are alert to the signs of abuse and neglect and follow our procedures to ensure that children receive effective support, protection, and justice. At St. John The Baptist School we are particularly proud of our inclusive community. We are committed to meeting the needs of all learners and have high expectations for all children including those with Special Educational Needs and/or Disabilities (SEND). All Richmond schools are supported by the local authority to ensure that all pupils make the best possible progress in school and are given the greatest chance to meet their potential. Further information and details of the support for young people and their families regarding SEND can be found in the Local Offer managed by Achieving for Children. We believe that every child can achieve personal excellence. Our task is to ensure they all do. We get to know our children as individuals and our teaching acknowledges this by including classwork, small group work, individual work, and independent study. We deliver a broad, creative, and balanced curriculum, which not only provides essential knowledge and skills but also promotes important spiritual, moral, social, and cultural beliefs. In essence, we aim to prepare all of our pupils to be well-balanced young people, confident in their ‘Go for it!’ attitude ready for the next step in their education as they move up to senior school and on into the rapidly changing world beyond. We follow the most current National Curriculum which was revised and updated in 2014. The curriculum at St John’s CE Junior School has been designed to ensure that children receive a broad, balanced, and creative curricular entitlement. We are very fortunate to have a supportive PTA as part of the St John’s family. Every parent and carer automatically becomes a member of the PTA for the duration of their child's time as a student at St John’s. The PTA is a registered charity and is managed by a committee that is elected each school year. The current PTA Chairperson is Juliet Hartridge and the Treasurer is Lieske Tombokan. Each class has a Class Rep who helps support the committee. The PTA organizes many varied events throughout the school year including school discos, Advent Fair, and Summer Fair, to raise money to support St Johns. They also provide valuable help at school events like Sports Day, Nativity Productions, and Drama Club productions. Over the years, the PTA has provided financial support to enable the school to purchase a new climbing frame, new table-tennis tables for the playground, the landscaping of our new Paradise Garden, Story-Time benches outside the Year 3 classrooms, and school laptops. They also provide regular contributions towards the running of our school minibusses, as well as towards additional class and sports items, and special events held in school for the children.

Although our existing school buildings date from only the 1970s, the original 'Godwin Road School' was founded on 1st October 1883. There was an entrance for junior boys in Cranmer Road. The Godwin Road entrance was shared by girls and infants - this entrance has been reinstated now that the school expansion program has been completed. Godwin Junior School is located in Forest Gate within the London Borough of Newham. Almost all our children live within walking distance of the school and reflect our diverse, vibrant, and supportive local community. We have strong and developing links with our neighboring infant and secondary schools and are part of a close-knit and supportive local cluster of schools, the Newham North Learning Partnership. Our children are well-motivated and enjoy their learning. They are keen to take part in after-school clubs such as drama, cookery, football, gymnastics, film club, chess, street dance, debating, and the school newspaper. Children in Newham receive free instrument tuition as part of the Local Authority’s ‘Every Child A Musician’ project. Our staff is committed to ensuring that every child in our school has access to the best possible standard of education. We believe that the most important aspect of our work is the teaching and learning that happens in every classroom, day in and day out. Therefore, our work is aimed at supporting first-class teaching and ensuring excellent learning outcomes. At Godwin Junior School we believe that Teaching and Learning are the core of our work and every area of school should directly support what happens in the classroom. We believe in the concept of life-long learning and that both adults and children learn new things every day. At Godwin Junior School we believe that we must provide opportunities for all of our pupils to reach their full potential academically, emotionally, physically, socially, morally, spiritually, and culturally. We also recognize the vital role that an effective partnership between home and school plays in a child’s education and so seek to develop good communication to ensure this. This may be through informal conversations, Curriculum Newsletters, Parent/Carer Conferences, Parents/Carer Workshops, or other means. We believe that learning should be a rewarding, challenging, and enjoyable experience for everyone. Through our teaching we equip children with the skills, knowledge, and understanding necessary to be successful, to have access to wider opportunities, and to be able to make informed choices about the important aspects of their lives. We believe that success in learning enables children to lead happy and rewarding lives. At Godwin Junior School we: Value everyone. Impart a love of learning. Seek and encourage talent. Inspire resilient learners. Develop responsible global citizens. Nurture confident, articulate individuals. At Godwin Junior School we provide a diverse range of extra-curricular activities which further enhance and extend our curriculum. These activities change during the year, but currently include chess, cookery, cheerleading, science, drama, the school newspaper, debating, gymnastics, film club, and football. Also, as part of Newham’s ‘Every Child a Musician’ program all pupils in Year 5 and Year 6 receive free instrument tuition before school.

We pride ourselves on being a community school and value our strong link with parents, local organizations, and the surrounding community. We aim to provide an environment of mutual respect, encouragement, and cooperation where your child will thrive. We firmly believe in the importance of the partnership between home and school and seize every opportunity to involve parents in the life and work of the school so that you can support and enhance your children's learning. The school places great value on the development of high self-esteem and the involvement of children in their learning. The Staff and Governors work hard to ensure that there are the best possible facilities, resources, and teaching programs available to the children. This will provide every child with a full, varied, balanced, and exciting education. The school offers a rich and varied range of extracurricular activities to support all aspects of learning. We aim to assist each pupil to fulfill their own potential both academically and socially and to create a caring environment where pupils are valued for who they are, not just for what they can do. We have an array of systems and people in place to assist us from Learning Mentors to Peer Ambassadors. At Yeading Junior School we believe it is vitally important that pupils have a voice. We have an elected voice box which is used as an opportunity to promote and teach about democracy and the electoral process. The representative from each year group meets with the learning mentors at the school regularly. In this way, concerns and ideas can be communicated between pupils and staff. Once term representatives from the voice box meet with the Head to discuss wider issues At Yeading Junior School, Character Education is at the heart of learning and threaded through the curriculum as well as the school culture and is a part of everyday school life. Through Character Education the school engages in tailored projects which provide an important vehicle for children to develop. Character Education incorporates a range of activities and projects – embracing volunteering for a charity, caring for someone in the community, campaigning, or fundraising for a specific cause. The curriculum is carefully planned to both motivate and challenge all children. The subjects of the National Curriculum are approached in an interesting and stimulating manner and are supplemented by learning which ensures the round development of the individual child. Teachers maintain high and appropriate expectations of behavior and achievement from each child at all times and expect parental support in this. Children are currently working in mixed ability groups within the classroom. Children at Yeading Junior School are encouraged to be independent learners and thinkers. We invite children to select their task to complete after the input by the class teacher. Children are provided with a selection of tasks with varying difficulty. Teachers encourage children to demonstrate their learning and depth of understanding through the completion of the chosen challenge. Children at our school enjoy the element of choice and strive to be challenged. Children receive scaffolding and support to achieve success in the tasks set. Teachers plan their work in year groups bearing in mind the children's previous progress and ability. There is a mixture of individual, group, and whole-class teaching depending on the activities involved. There may be several kinds of activity going on at any one time. At Yeading Junior School there are several extra-curricular clubs and opportunities where children are given the freedom to choose to participate. This program helps to inspire young people's dreams and aspirations to reach their potential and encourages integration and fulfillment. It generates self-confidence and self-esteem that enables children to take responsibility for themselves.

Whitehead Junior School is a successful, vibrant school, a school where children come first. We have a highly motivated, resourceful, and committed team of staff and governors who care about and nurture the needs of every child. We want our children to be happy at school and for learning to be fun and challenging. We set high expectations and want to give our children every opportunity to become confident and independent learners. We work closely with parents to ensure this happens and recognize the importance of good communication between home and school. Our links with our Infant School emphasize our belief in the importance of continuity of educational development. Staff from both schools, meet to discuss and plan carefully for the transitionary process and there is a lot of sharing of ideas and planning in both the short and the long term. Continuity is encouraged. We also have very good links with several of our local secondary schools. We aim to help the children to reach their full potential, develop their social awareness, and encourage each child to take part in a variety of school activities. The school provides an extensive range of extra-curricular activities and we intend to educate the children for life, not only for their school days. We actively welcome new parents, parent helpers, and all visitors to the school. We have lots of plans for the year ahead and will keep you up to date with events and news as they happen. Our aim is for each child leaving Whiteheath Junior School for their Secondary School to be self-confident, reliable, willing, and keen to enjoy the next stage of their education. Sharing an ethos similar to that of our infant colleagues, a Whitehead Junior School we aim to help each child reach their full potential. We hope to educate each child for life, believing the whole child is of the greatest importance. Priority is given to attainment in literacy and numeracy, but we also strive to raise standards in all areas of the curriculum. The Mission of Whitehead Junior School is to be a school that everyone associated with it can be proud of. Our school is to be characterized by a firm commitment to its Code of Conduct, which encourages and expects the whole school community to show respect for learning, themselves, others, and the school environment. Each child will be encouraged to develop spiritual and moral awareness, characterized by a concern for and sensitivity towards others, the school, and the wider community and a respect for other cultures and beliefs. A harmonious, aesthetic, and encouraging learning environment will be created where equal opportunity exists for all. Within school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school, we educate and provide boundaries for young pupils to make choices safely, through of provision of a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advise how to exercise these safely, for example through our E-Safety and PSHE lessons. Whether it be through choice of challenge, of how they record their work, or participation in our numerous extra-curricular clubs and opportunities, pupils are given the freedom to make choices. Part of our school ethos and behavior policy has revolved around the importance of ‘relationships’ and our Code of Conduct is based on ‘Respect’, and pupils have been part of discussions and assemblies related to what this means and how it is shown. Posters around the school promote respect for others and this is reiterated through our classroom and learning rules, as well as our behavior policy. Our pupils know and understand that respect is expected and that we must respect our school, our learning, each other, and ourselves. Children learn that our behavior choices have an effect, not only on themselves but on others.