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The ICSK Junior School caters to boys and girls through their pre-primary years with children starting their school life at 31/2 years till year 12. Admission is given to both boys and girls for classes KG, Prep, and Standards I to VI. The infrastructure is ideally located in the heart of Salmiya. A school is a place where the "future" takes its birth. A perfect school is the one which facilitates young minds to imbibe not only knowledge but also the courage, and wisdom to face the world with confidence. The present education system is hardly adequate to equip the students to face the challenges of a fast-changing modern world is an undeniable fact. ICSK Junior Branch is convinced that radical changes have to be effected in the teaching methodology and course content so that the system of education is not merely information based but value-oriented, formulated to bring about transformation and maturity in the personality of the students. Education is imparted to children not just through books but through a multi-sensory approach, based on life experiences and the play way methods. Our belief is to make the school an extension of the home. For best outcomes, there must be concordance between the impressions which a child gathers at home and school. The school rejuvenates the existing education system intermittently. The school, recognized by the Ministry of Education, State of Kuwait and affiliated to the Central Board of Secondary Education, Delhi, is one of the premier educational institutions in the Gulf. The school has attained unparalleled status and stability in Kuwait city with its campus. It is gratifying to note that the school stands as a symbol of excellence, fulfilling the dreams of its founding fathers. The school's Faculty Improvement Programs enable teachers to keep themselves abreast of the new developments in educational technology. Children joining the school come with a wealth of knowledge and understanding about the world around them. We aim to develop these skills and promote willingness and enthusiasm to learn more. We believe in offering all our pupils the highest quality education in a safe and secure environment. Our focus is to promote pupils' confidence, self-esteem and self will. We endeavor towards responsible, responsive, and accountable children. Quarterly e-magazine PETALS is a new venture in 2014, honing the creative talents of students and covering annual activities in the branch both in-house and inter-school competitions. We believe in a sound mind and healthy body, hence we stress multifarious productive child-centered activities. We design our course study to help children strive towards the Development of personality through public speaking. Promote a sense of belonging and collectiveness. The belief that every child is born to learn. Cater to a free and fearless learning environment for all. Involving children in making classroom rules and consequences that are easy to comprehend for all. The staff is endowed with the winning combination of experience and youth. The primary focus of the branch is to lay a strong, steady foundation in their formative years ready to face challenges in life with maturity. Other activities like orientation program for newly inducted students, art and craft exhibitions, special days, Parents' day, Annual Athletic Meet, Graduation day for Kindergarten section, Field trips, annual picnics, morning assemblies on special occasions, and National festivals are a few to mention. To instill spiritual values in students, teachers specially trained in Quran and Islamic studies hold classes for Muslim boys and girls throughout the year. Thus the ICSK Junior branch is versatile, with its homely ambiance, and a combination of students and staff both teaching and non-teaching from different states of India. In junior school, the curriculum is based on the fundamentals - Mathematics, Science, and Languages - the basics of all learning. Evaluations appropriate to the level of learner are held for LKG and PREP. However, there is an assessment system based on weekly class assignments and projects. View full school

Set in the heart of Dublin City on the eastern side of St. Stephen’s Green, Loreto College Junior School, St. Stephen’s Green is an all-girls, fee-paying Catholic school with a strong Christian ethos. It operates under the trusteeship of the Institute of the Blessed Virgin Mary, known in Ireland as the Loreto Sisters. The Loreto Education Trust Board delegates the administration of the school to the Board of Management. This website will give you a flavor of our family environment where girls from the age of four get an opportunity to develop their gifts and talents. At Loreto College Junior School we follow the National Curriculum set by the Irish Department of Education and Science. We have a commitment to high-quality teaching and learning in a spirit of partnership. Our school is a caring community in which pupils have the opportunity to grow academically, creatively, emotionally, physically, and spiritually in a healthy and safe environment. We share the school campus with our senior school, where our girls can continue their education to Leaving Certificate level, and provide facilities of the highest standard. Our school is a friendly, welcoming place where staff, children, and parents experience a sense of warmth and belonging. It has a charming intimacy, which makes it very special. The school endeavors to embody the educational and religious philosophy of the Loreto tradition. This philosophy is centered in God, rooted in gospel values, and derives its specific expression from the insights and visions of Saint Ignatius of Loyola and Mary Ward (foundress of the Institute of the Blessed Virgin Mary – known as Loreto in Ireland) and her core values of Truth, Freedom, Justice, Sincerity, Joy, and Reflection. We strive to ensure that our school community is a place where the potential of each individual is recognized and respected, where excellence is pursued, and where staff, parents, and students co-operate for the common good. This is encapsulated in our Mission Statement. Our school is a caring Christian community in which students have the opportunity to grow academically, creatively, emotionally, physically, and spiritually in a healthy, safe environment. Our school is a place where children can develop their gifts and talents and use them in the loving and responsible service of others. All students are cherished equally, regardless of ability or creed. They are unique and we recognize, support, and develop the potential of each pupil in consultation with their parents. On September 5, 1833, Mother Teresa Ball and a small group of nuns took possession of No. 58, Harcourt Street, Dublin. Here Mother Teresa proposed to open a Day School. Eleven years earlier, Mother Teresa had founded Loreto House, Rathfarnham and she now extended her work of education to the city. On September 23, 1833, the school opened its doors to receive pupils. Mother Teresa had been told that there was a great demand for such a school but, on an opening day, only one pupil presented herself. However, by January 1834, there were 27 pupils. As more accommodation was required, No. 53 St. Stephen’s Green, was purchased and the school moved from Harcourt Street to the Green on October 6th, 1841. By 1846 there were 20 boarders and 30-day students in “The Green.” On January 11, 1844, Daniel O’Connell visited the Green and enrolled his two grandchildren. In 1878 the Government set up a Board of Intermediate Education to re-organize and co-ordinate Secondary Education in Ireland. The Board drew up syllabi covering a wide range of subjects and divided them into three courses: Junior, Middle, and Senior Grades. Examinations were set at the end of each year and a generous scheme of rewards was provided with Exhibitions, Medals, and Prizes to be won by outstanding candidates in each Grade. For some time Catholic schools remained outside this scheme, however in 1880 the Loreto schools, including the Green, sat the Intermediate Examinations for that year. The Loreto pupils carried off several Exhibitions, Medals, and Prizes. During the late nineteenth century, the record of the Green was a glittering one, with pupils winning Exhibitions, Medals, and Prizes. In 1897, Green pupils won five Exhibitions and First Places in Classics, in Greek and Latin, as well as a Prize for English Composition. In addition to the Intermediate Examinations, the girls sat for the examinations of the Department of Science and Art, South Kensington, London, in Mathematics, Physics, Chemistry, Magnetism and Electricity, Sound, Light and Heat, and in Geometry. They also sat for examinations in Freehand Drawing, Model Drawing, Drawing from Cast, and Geometrical Drawing. Many of the girls learned the piano, the violin, and the harp, and took the examinations of the Incorporated Society of Musicians, London, the Royal College and Academy of Music, London, and the Local Centre examinations. In 1899, Mother Michael organized University Classes in the Green. The Royal University had been founded in 1878, but it was only an Examining Body. Women were allowed to sit for the examinations but were not allowed to attend lectures in the University College on St. Stephen’s Green, South. Courses were provided in the Green in French, German, Modern Literature, History, Jurisprudence, Mental and Moral Science, Philosophy, Metaphysics, as well as in Catholic Doctrine and Apologetics. No. 54, St. Stephen’s Green, was purchased and that house was allotted to the University Students. From that time forward, the establishment was known as “Loreto College.” In 1908, the National University of Ireland was established and University College, Earlsfort Terrace was opened to women students. Until 1911, when Loreto Hall, 77 St. Stephen’s Green, opened, University students stayed on in the Green and attended lectures in U.C.D. In 1907, a new three-story block was erected at the back of No. 53, with a Concert Hall on the ground floor, a Science Room and three classrooms on the second floor and top, there were nuns’ Cells. By 1922, a new era had begun in Irish Education. The Free State Government set up a Department of Education, which organized a new system of Secondary Education, with a six-year course of studies and two examinations within that period, the Intermediate Certificate Examination and the Leaving Certificate. There were other developments, too, at that time. The Loreto Examination system was set up, with programs for each Grade and examinations at the end of each year set by examiners for the Loreto schools. The Loreto Games League and the Loreto Debating Society were also founded at this time. The school buildings have been extended many times over the years. During the 1920s the Superior, Mother Albertus Culligan, an Australian, built a refectory for the boarders in the old 54 garden. Over it, she erected a library. The next extension came in 1956 when the old music cells were demolished and a four-story building was erected. This comprised a shoe room and a new laundry on the ground floor, four new classrooms on the next floor, an art room, another classroom and new music rooms on the third floor, and top, a large dormitory. The Concert Hall was also enlarged. A further extension was made when St. Vincent’s Hospital was transferred to Elm Park. It then became possible to buy No. 55. In 1986 a fire partially destroyed the College and Convent tragically claiming the lives of six Loreto Sisters. A decision was taken to move the school temporarily to Harcourt Street where an office block at number 79 was leased for two years. In 1988 “The Green” was reopened with entirely new sections added to the original buildings. View full school

St John Bosco Junior Boys’ School is a Catholic school. We also welcome boys of all faiths and none. We aim to provide a happy, secure environment where children, parents, teachers, ancillary staff, and the Board of Management work in partnership where each individual is valued, encouraged, and respected for their uniqueness. We also maintain strong links with St John Bosco Senior Boys’ School and Mary, Help of Christians Girls’ School with whom we share our campus. St John Bosco Junior Boys’ School is a Catholic school. We aim to provide a happy, secure environment where children, parents, teachers, ancillary staff, and the Board of Management work in partnership where each individual is valued, encouraged, and respected for their uniqueness. The year's children spend in the Infant School are very important as they form the foundation of all their future learning and will influence their attitude to education generally. We aim to provide a school that is a truly happy, caring place, where goodwill, friendliness, sympathy, and understanding exist between teachers, children, and parents. We endeavor to provide a happy, secure environment so that children will progress with enjoyment and develop an eagerness to learn and go on learning. We want each child to work to the best of their ability and to achieve this, the work is carefully planned to meet the individual needs of each child. We attach great importance to the development of basic skills so that children can learn to talk and write fluently, to read, to love and appreciate books, and to acquire a sound basis in mathematics and computer skills. We aim to stimulate an interest in the Irish language and culture. We aim to provide wide experiences and activities which will involve areas of learning such as Music, Art, Drama, Physical Education, and Social, Personal, and Health Education to help the child to understand the world in which we live. Throughout all our teaching we encourage the children to reason, to question, to think for themselves and to use their initiative, and encourage independence. Children will learn to make relationships with older and younger children, with teachers and other adults developing their personalities and appropriate standards of behavior. We encourage children to make the most of these opportunities of friendship, to be thoughtful of others, and to become a considerate member of the community, so that they may understand the inter-dependence of individuals, groups, and nations. We believe children make the best progress when home and school are working closely together and it is to promote this aim that we try to make individual contact with all parents to encourage an easy informality between parents and staff. View full school

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. View full school

Lathom Junior School is situated in the heart of east ham and is a large four-form entry key stage 2 school in a magnificent Victorian building, built-in 1897. At Lathom, we believe that all our children deserve the best education we can give them. We work hard to create a successful learning culture that will enable pupils to become informed, confident, enthusiastic, inspired, and independent learners for life. We have developed an ethos where we continually try to spark children’s interest their quality of learning is central to the school's work and purpose. All children are encouraged to achieve their full potential and celebrate their achievement. We believe all children have the freedom to learn in a safe and secure environment. We aim to promote and encourage children’s independence and confidence and encourage children to believe in themselves and to participate and support each other as active members of our community. We believe all of us should be able to experience success and achieve our full potential, knowing all of our efforts are valued. We Provide education of exceptional quality, promoting the highest possible standards of learning for every child. We provide a broad and balanced curriculum to help and guide each child to develop through a range of skills, knowledge, and practical activities. We believe the whole school community should show respect and kindness towards each other. We aim to provide a happy, well organized, and stimulating school where all children and staff can work together in an atmosphere of mutual trust and respect and where children can learn to be tolerant, courteous, and considerate to others and provide equal educational opportunities and experiences to all children regardless of disability, race, religion or gender. Enrich the lives of our children through fostering respect and understanding of the many cultures represented in our school. We believe the school environment should be peaceful and happy. We aim to teach and encourage the development of good working habits, an enquiring mind, and self-discipline and to encourage the children to take pride in their work, themselves, and their school and Foster a caring environment where all children learn to respect the school’s property and that of others At Lathom, everyone is committed to ensuring that all aspects of life are safe for everyone who uses our site. Children’s safety and welfare are paramount. We seek to provide an environment where all children are safe, secure, valued, respected, and listened to. We will take all reasonable measures to ensure that the risk of harm to children’s welfare is minimized. Where we have concerns, we will take appropriate action to address those concerns working in full partnership with other agencies. Safeguarding is everyone’s responsibility, and we ensure that all staff are aware of and have the skills to deal with any safeguarding or child protection concerns. Robust recruitment procedures and regular training/professional development programs ensure that there are a strong culture and ethos of safeguarding throughout the school. Our school reflection reminds our children that, for our school to be a safe and happy place, we must live and work alongside people from all backgrounds and cultures. Our children know and understand that respect must be shown to everyone and to everything, whatever differences we may have. Children learn that their behavior choices affect their rights and those of others. All members of the school community are encouraged to treat each other with respect. Our participation in international movements, such as Black History Month, supports this teaching, allowing children to develop awareness and appreciation of other cultures teaching in RE enhances our children’s understanding and respect for different faiths and beliefs. Whilst instances contrary to our values are relatively rare, no school can guarantee that there will never be instances that are contrary to these values. Each is treated seriously in line with our policies and expectations. View full school

Lady Bankes Junior School is a three-form entry Junior School set in the heart of Ruislip Manor in the London Borough of Hillingdon. We currently have 307 children on roll aged from seven to eleven. The school is located on a quiet road in Ruislip Manor, a short walk from the underground and bus routes. The school benefits from close links with Lady Bankes Nursery and Infant School with whom we share our wonderful Grade II listed building, and a Governing Body, through federation. Learning is at the heart of everything that we do at Lady Bankes Junior School. Everyone's contribution is valued and we have excellent relationships with different members of our school community which ensures that the school has a positive and welcoming environment. The school is served by a committed, pro-active Governing Body whose members execute their duties in a highly professional and supportive manner. The governors' dedication to the Lady Bankes Schools ensures strategic management and accountability at all levels. The schools' parent community- Friends of Lady Bankes Schools (FOLBA)- works with enthusiasm and generosity raising funds throughout the year to help support projects at Lady Bankes Schools. At Lady Bankes Junior School we are striving to ensure that the values of the Lady Bankes Schools are upheld. We aim to prepare children for life in modern Britain, promoting fundamental British values, through our broad and balanced curriculum. Our ethos is underpinned by whole school values that promote spiritual, moral, social, and cultural development whilst encompassing academic subjects, sport, and music. We aim to make every child's junior school experience as enjoyable and productive as possible. The Pupil Premium is additional funding paid to schools in respect of their disadvantaged pupils. This includes children who have been registered for free school meals (FSM) at any point in the last six years or are looked after continuously by the local authority for more than six months. Schools receive this funding to support their eligible pupils and narrow the attainment gap between them and their peers. It is allocated to address the current underlying inequalities between children eligible for free school meals (FSM) and other pupils, by ensuring that funding to tackle disadvantage reaches the children who need it most. Our school also receives funding for service children. Lady Bankes Junior School is committed to safeguarding and promoting the welfare of children and expects all staff and volunteers to share this commitment. This means that we have a Safeguarding and Child Protection Policy. Sometimes we may need to share information and work in partnership with other agencies when there are concerns about a child’s welfare. We will ensure that our concerns about our pupils are discussed with his/her parents/carers first unless we have reason to believe that such a move would be contrary to the child’s welfare. A range of extracurricular activities are offered at Lady Bankes Junior School and all pupils are encouraged to take part. Parents and pupils are signposted to various events in the community through fliers sent home and information included in our weekly newsletter. Our pupil School Council meets regularly, helping the children learn how they can actively influence decision-making through a democratic process. Pupils who wish to represent their class are asked to give a speech to their classmates and they are then voted for democratically. View full school

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

Welcome to Kent College Junior School, a school that offers a unique education that is developed to enable our children to develop the abilities, skills, and confidence to face the many and varied challenges that lie ahead of them on their exciting journey through life in our rapidly changing and developing world. Modern needs are met in our idyllic environment, these needs are underpinned with traditional values as children develop the academic skills and the social skills to enable them to thrive as they grow. Our education is challenging and inspiring, lessons are enjoyable, the range of opportunities is vast, as our children make the most of their maximum skill acquisition years which fall when they are in Junior School. Whether it is in our accelerated learning program in Maths, English, a foreign language or computing, or during our GREAT program or at an after school activity, if you visit, you will see smiling faces and children enjoying the many and varied challenges with teachers and coaches that inspire teachers to a very high level. Underpinning this academic progression and a broad range of skills at the heart of the school is the ability to empathize, look at different situations, and choose appropriate action. To develop the ability to take responsibility and this includes all the children. The world these children enter as young adults will be very different from the one I grew up in, they will be fit, healthy and many of the occupations that they follow do not exist now. We must help them develop self-confidence to face every challenge. Kent College has always enjoyed a reputation as a, particularly friendly and welcoming school. This is a tradition the School is very anxious to maintain and strengthen, so a clearly articulated mission statement and a widely circulated set of aims and values are an important element in pursuing this goal. Please see these statements as much more than pious platitudes. At Kent College, we genuinely try to live by them. The aims of Kent College are to: Be a caring Christian family community committed to the development of the full potential of each individual: Maintain high educational standards in all academic, cultural, and sporting activities, stimulating high excitement in learning and requiring discipline in study whatever the ability of the child Work with and in the communities it serves Worship as Christians in the Methodist tradition and uphold Christian values in practice as well as in theory, whilst welcoming members of other faiths (and none) in a spirit of openness and tolerance and to make religious education a strong feature of the curriculum Encourage pupils in a critical examination of the standards and values current in society and to discover and develop personal faith and spiritual values to guide them through their lives. At Kent College, we value: An understanding of Christian values and a nurturing of moral responsibilities and behavior regardless of age or background Close co-operation between parents, pupils, and staff Enthusiasm, endeavor, and self-discipline in all that we do The academic rigor at all levels of activity A commitment to striving for improvement and the pursuit of truth Curiosity, critical awareness, and responsibility Fairness, trust, and confidence in our dealings with one another Initiative, creativity, and tenacity in the search for personal growth Qualities of loyalty, leadership, and support Tolerance and respect for others no matter what their differences. View full school

Kenmore Park Junior School prides itself on being a community school that welcomes children, parents, and carers from all backgrounds. Kenmore Park strives to be an open friendly and welcoming as possible. we are a happy school and children enjoy their time here. At the last Ofsted inspection, the school was graded as Good with many outstanding features. This means that we strive for all of our pupils to reach their full potential, both academically and socially. We have very strong links with all the Harrow Secondary schools as well as out of borough grammar and independent schools. We are very proud of the children at this school. They have proved to be wonderful ambassadors for themselves, their families, and the school itself. Governors work actively and sensitively to promote the needs and interests of the school. The staff is committed to, both the highest standards of academic excellence and, a desire to develop a group of children who will be our future leaders. Kenmore Park Junior School prioritizes the safeguarding and welfare of all pupils and considers this to be its most important aim. To provide a caring and supportive environment where all children can develop social awareness and consideration for others. To develop each child’s own identity and independence within a framework of socially acceptable behavior. To develop in every child an understanding and respect for their own and each other’s culture, religion, race, and gender. To provide a broad and balanced curriculum that includes moral, physical, cultural, and spiritual development. To provide for every child’s educational development so that each makes appropriate progress towards reaching her/his maximum potential. To develop in all pupils an enthusiasm for learning through a variety of meaningful and appropriate experiences. To ensure, within the school, that there is a clear and steady progression between year groups and that there is a smooth transition from the Infant School and on to the High Schools. To involve parents and the community in the life of the school. At Kenmore Park Junior School we welcome the contribution that everyone can make to school life. We believe that every child has the right to be accepted and valued regardless of their race, religion, gender, class, or ability. Therefore, we will not accept any bullying or racist behavior. Together we work hard to give each child an equal opportunity to reach his or her full potential. We want our school to continue to be a happy community and we particularly value the help and support that parents can give us in achieving this aim. View full school

Every child in our care is an individual. We uphold the values of building self-esteem and self-belief in a very supportive and kind atmosphere. Our much-loved school is steeped in history, yet our teaching methodology is advanced, innovative, and modern. The Junior School was founded in 1879 as the preparatory school to The King’s School, Canterbury. In 1929 the School expanded to the stunning eighty-acre countryside location at Milner Court, Sturry. The 16th century Manor House and our Tithe Barn are augmented by superb educational, boarding, extra-curricular, and sporting facilities. Our Nursery, Pre-Prep, and Prep departments provide a very happy, caring, and nurturing environment for our pupils. At Junior King’s we have a very dedicated staff who provide excellent opportunities for children to learn, explore, experiment, develop and extend their interests, skills, and talents. The children are at the very center of all we do, and we provide the very best academic and pastoral care. Our provision for sport and the expressive arts, including art, drama, music, and dance are exceptional. Our role is to ignite our pupils’ interests and talents through a wide range of activities. We aim to provide them with skills for life, including how to think creatively, how to be curious, how to work well together in teams, and how to help to develop resilience. We provide an outstanding skills-based, broad and creative education that opens up a world of possibilities and inspires a love of learning in every child. Independence, critical thinking, the ability to exercise choice, and to engage in self-evaluation and reflection are important. Our pastoral care is a priority and underpins everything we do: we build respect, empathy, self-belief, and self-esteem, so that our children grow in mind, body, and spirit, in a secure and very caring, and nurturing environment. Good behavior, positive relationships, respect, readiness, courtesy, and kindness are expected from all members of our school community. We listen to and value the opinions of all the children. We recognize and develop the individual strengths and potential of each child. We ensure everyone can flourish and develop through a wide array of extra-curricular activities, creative arts, and sports opportunities and we build their self-confidence and resilience. By the time our children leave the school, they are well-rounded, confident, resilient, motivated, and forward-thinking young adults, ready to move on to their senior schools of choice. We maintain a close partnership, effective communication, and collaboration with parents over all aspects of their children’s education. Our Ethos Resilience, Respect, Readiness Our three core values are at the heart of our school. The Junior King’s School forms part of the Cathedral Foundation of the King’s School in Canterbury, its roots stretching as far back as AD597 and the arrival of St Augustine’s mission to England. The Christian values of love, kindness, justice, tolerance, respect, honesty, service, and trust are encouraged and practiced to promote positive relationships throughout the community. We are a Christian school but other faiths and cultures are respected and celebrated. Our children develop greater empathy by helping others in the wider community and through charitable contributions. Every child matters and we believe that happy children will achieve their full potential, flourish and develop, supported by our high-quality, experienced, and caring staff. At Junior King’s we combine tradition with a modern outlook, the local with the international and academic rigor with meeting the needs of all learners. View full school

At Honeywell Junior School we aim to meet the educational challenges of the 21st century and enable all our children to be confident active members of society. we promote a culture that encourages children to enjoy learning, be successful and develop their gifts and talents. We firmly believe that parents and the school should work closely together, giving all children as many opportunities as possible to excel. The school has a responsibility to prepare children for the challenges of life and we aim for excellence academically. These philosophies permeate the school’s ethos. We continually strive to develop and improve in all aspects of academic life and as a result, we are proud and privileged to be the Headteacher of this excellent school. Our last Ofsted inspection was in 2008, and we were delighted to be rated as ‘outstanding. Our approach gives parents and children a sense of caring, confidence, and security making a sound basis for each child to develop their potential and to be their school life. There is always something exciting going on as we have a rich and fulfilling timetable. The school performs at the very highest level academically. Our analysis of the data shows that not only do children do well at the end of the different phases of the school, but also make good progress regardless of whether they are gifted and talented or have additional needs. Key Stage 1 results remain very strong and again placed Honeywell amongst the highest achieving schools in the country. In all areas we scored well above the Local Authority and National scores and our achievement is graded as significantly above the expected results in all curriculum areas by the DfE and Ofsted. We believe children should be nurtured academically, socially, and spiritually in a secure and supportive atmosphere. We believe that children should be encouraged to have high expectations of themselves and their achievements, to be proud of their individuality, to be able to share their experiences with others, and to respect different beliefs. Every child’s achievements will be valued by the whole school community. The aims of our schools are to: Commit to equality of opportunities for the whole school community where the diversity of race and culture and inclusion for all is demonstrated. Provide a safe, secure, and supportive learning environment where children are encouraged to talk and are listened to. Establish and maintain effective partnerships between the home, school, and local community. Provide a broad and balanced curriculum. Enable children to be a confident and autonomous learners. Provide a range of opportunities for learning through first-hand experiences. Offer opportunities for each child to maximize their learning potential. Inform children, parents, and staff about the next step in the child's learning through a range of assessment practices. The schools are very well resourced. We have spacious classrooms within the four-story Victorian building. There are specialist teaching areas for ICT, music, and three large halls for assemblies, indoor PE lessons, and whole years group activities, such as theatre groups and curriculum workshops. The schools have two large playgrounds which enable Infant and Junior children to play separately. There is a garden play area which schools use for curriculum work and playtimes. We have an enclosed all-weather ball pitch for outdoor PE lessons and the schools also use Wandsworth Common for games activities and events. The New Primary Curriculum was introduced in September 2014. It provides a robust framework for the children's learning as well as giving the schools the flexibility to manage their curriculum. Children move into Year 3 in the September after their 7th birthday when they start Key Stage 2. The National Curriculum (which can be seen here) and other subjects that they learn are the same as at Key Stage 1 Art & Design Design & Technology English Geography History Computing Mathematics Music Physical Education Science French (from Year 3) Religious Education Other subjects which are included in the syllabus are Personal, Social, Health & Citizenship Education Sex & Relationships Education Besides, there is the opportunity to take instrumental lessons in flute, trumpet, cello, violin, piano, and guitar after school. All children learn the recorder in Year 3. Learning becomes more sustained and formally structured throughout Key Stage 2, but we still ensure children take part in lots of practical work and that the curriculum retains its creativity and excitement. There are lots of visits in Key Stage 2, including a week’s residential trip to the Isle of Wight in Year 6. In Key Stage 2 children have one playtime in the morning and the afternoon with a longer lunch break. Children attend assembly every morning, where moral and topical themes are explored and school values reinforced. Children also have the opportunity to present their work in an Achievement Assembly each week. View full school

At Holy Trinity, we want the best for every child, with excellent engagement, enjoyment, empathy, and progress. We want to provide a warm welcome for children and adults alike. Safeguarding is a central focus. We like to work with parents and the local community to ensure that we make the most of opportunities for our children. At Holy Trinity, we aim for every child to make as much progress as possible and achieve as much as they can in reading, writing, Maths, and Science in particular. Britain needs skilled learners, good communicators, scientists, and resilient problem solvers so we aim to teach children key learning skills across the curriculum as well social and moral skills to enable them to thrive in our community and be contributors. We expect our children to play a role in the future. The children are the future and the country needs them. As a Church of England School, we teach the values of the Christian faith. At its heart, this works inclusively for all and offers the children the opportunity to think through beliefs and values from this early age. We teach Christian values and beliefs clearly, celebrate Christian festivals and look at how Christianity has influenced modern Britain. Each year group leads a service in church each year. Year 3 lead our Christmas carol Service, year 4 lead our Easter service, year 5 alternate between Remembrance and Harvest, and Year 6 lead a special Leavers’ service. We are supported by three local churches in our governing body, finance, and worship. In Religious Education, children are taught the facts of Islam, Hinduism, and Judaism and reflect upon these. We believe in working together with parents and carers, welcoming volunteers into school, and providing lots of ideas and workshops to enable parents to work with their children at home. As a school, we are always seeking to improve, be current and deal with real life, within a Christian framework. We care about every child and want the best for every child. Holy Trinity is a Church of England Junior School with its ethos and teaching founded on Christian values and the belief that individuals are created by God and precious in His sight. Our mission statement is simply ‘Wanting the best for each member of the school – within a Christian environment, gladly working in partnership with each other, with home, church, and the community-led by the hand of God. The rationale for all that we do: To create a happy school in which pupils work hard and learn well, within a Christian environment. To foster Christian standards and values in every aspect of education. To develop in children a sense of awe and wonder at the world around them. To help children to become caring and responsible citizens who have positive attitudes towards the well-being of themselves and others. To respect the dignity and cultural inheritance of each child. To provide equal opportunities. To see all children as individuals and help them achieve their full potential. To develop in children respect for other people and their surroundings. To create a secure, purposeful, and stimulating environment for personal and academic development. To enable children to achieve their potential and provide opportunities appropriate to each child’s needs. To celebrate self-esteem and build up confidence by reacting positively to children and their work. To equip children to become independent learners and develop skills to make informed decisions. To promote constructive relationships between governors, staff, parents, and the church and wider community. To actively encourage parental involvement, perspectives, and assistance. View full school

Hillside Junior School is a warm and caring environment where children can reach their true potential. We believe children should take responsibility for their learning. We develop their skills to ensure they can achieve this and are prepared to succeed in the future. We have a great staff team who work together to provide a relevant and high-quality creative curriculum. We celebrate the diversity of our children and we are a fully inclusive school. Our wide and varied after-school activities reflect the importance we put on providing as many opportunities for our pupils. Parents and carers are welcomed into the school and we are proud of our links with the local community. As a Foundation School, we work closely with our Governors to ensure that every child has a safe and happy environment in which to flourish. We have a great staff team who work together to provide a relevant and high-quality creative curriculum. We celebrate the diversity of our children and we are a fully inclusive school. Learning takes place for pupils not only in the classroom but also in the extensive grounds and on the sports field. Our many before and after school activities reflect the importance we put on providing a variety of opportunities for our pupils. Parents and carers are welcomed into the school and we are proud of our links with the local community. We aim, jointly with parents, to encourage responsibility and self-discipline in all the children. A weekly achievement assembly is held in which a few children from each class are presented with certificates for excellent work, effort, or good behavior. As adults, the staff, parent helpers, and governors set a good example through their relationships with each other and with the children. In this way, we hope that the children will respect themselves more and will develop a sensitive, caring attitude towards others. Our aim at Hillside Junior School is to work in close partnership with parents and carers to support their children in every way possible. However, there is a clear responsibility on all schools to ensure they work together with other agencies to safeguard and promote the welfare of all children. At Hillside we believe that these are embedded in our Spiritual, Social, Moral, and Citizenship education which runs through our whole curriculum. We also promote the 5Rs: respect, responsibility, resourcefulness, resilience, and reflection in our core values. Hillside Junior School is committed to the elimination of discrimination towards people with disabilities. It is recognized that although individuals may have physical impairments or learning impairments, the extent to which individuals are disabled by these can be affected by the physical environment and the learning environment in which they find themselves and the attitudes which they encounter. Therefore, as a school, we are keen to take a proactive approach to ensure that all members of our school community are enabled to participate in all aspects of school life. This will be achieved by ensuring that consideration of the needs of people with disabilities is embedded in all decision-making processes and activities within the school. View full school

We are a school that focuses on and celebrates academic achievement whilst also developing the whole child. We provide broad and balanced learning experiences to excite and engage our children. We are a happy, friendly school that builds confidence and independence. The children at Highfield achieve high standards in English, maths, and science but also excel in the arts, music, and sport. Our inspiring curriculum is engaging and inclusive and develops the key skills needed so that our children are ready to move on to the next stage of their education. We work closely within our community and are a school at the heart of Shortlands. Our core values reflect the way we work and respond to each other. These are respect, creativity, honesty, responsibility, determination, and appreciation. The Highfield Schools are delighted to be part of the Nexus Education School Trust (NEST), and although we work very closely with them, the governance of our schools is carried out by the Local Committee working across both Highfield Schools. The role of the Local Committee is to provide strategic leadership and to fulfill our statutory obligations. Our key responsibilities are: Setting the aims and objectives for the schools Setting the policies for achieving those aims and objectives Monitoring and evaluating the progress made towards achieving these aims and objectives Being a source of challenge and support to the Headteacher and Leadership Team. 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, including international mindedness and personal learning targets. 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 perspective of other people in different countries. Whilst there are many benefits to Children using technologies such as the Internet and mobile phones, please remain very aware that there are risks. Children need to learn ways they can take care of their safety and security, but they are still very young so great vigilance is required. It is imperative that as a parent/carer any child’s usage of the Internet and, if they have them, mobile phones are closely monitored. At Highfield, we aim to develop skills and attitudes that will help the children function as positively and as safely as possible using technology. Below are some useful documents and website links to help further with this, this includes setting up and enabling online parental settings. We enjoy a high level of commitment and enthusiasm from staff, children, parents, and governors which creates a friendly and purposeful atmosphere. We place importance on achieving the highest possible standards for our children, not just in the academic field but also in the wider curriculum. We are proud of our successes and of the enrichment opportunities that we offer to children at lunchtimes, before and after school. These take many forms such as individual and ensemble instrumental lessons, choir, netball, tennis, hockey, football, gymnastics, fun and fitness, dance, cross-country running, chess, and ICT. The school has a breakfast and after-school provision which is shared with Highfield Infants' School. Children from each year group are elected to become members of the School Council and help to inform whole school decision making. Other jobs of responsibility include class monitors, eco monitors, year 6 House Captains, Highfield Infants/Junior School messengers, ICT monitors, and playground buddies. View full school

Our school values all of its children and we strive to help them to overcome their difficulties and build on their strengths, celebrating their successes and learning from their mistakes. All members of staff are committed to helping the children in their care to become well-balanced, happy, and socially well-adjusted citizens, with responsible and caring attitudes towards their peers and adults in the world in which they live. However, we do not just see education as a means to an end, we are also committed to fostering in children a love of learning and an understanding of how they learn best. We feel this can best be achieved through learning experiences that are fun, enjoyable, and relevant in a safe, secure, and stimulating environment. We hope that the information in this handbook will prove helpful and answer any questions that you may have. The school is situated on the western outskirts of the town of Caerphilly. It stands on the main road that links the A470 to the Rhymney Valley, making it easily accessible from all surrounding areas. The school is a predominantly English medium Junior school which covers Key Stage 2 of the National Curriculum and caters to children between the ages of 7 and 11. Hendre Juniors is in the very advantageous position of being nearby not just to its feeder Infants School but also to St Cenydd Comprehensive School, with which it shares a site. This, along with the very close working links between all three schools, provides our children with a continuum of learning from 3 to 18. Aims: To create a happy and caring school where our children feel a sense of belonging, feel valued as both individuals and members of a community and learn to co-operate and collaborate To foster in our children a sense of respect and pride for who they are, the world in which they live, and all that they do To develop well-rounded, emotionally secure, happy children who are confident and empowered to face the challenges ahead Providing a broad and balanced range of learning experiences that are relevant to the needs and interests of all pupils are fun and enjoyable and provide opportunities for all children to succeed To equip children with the skills and attributes that will enable them to learn effectively and to achieve the highest standards in all aspects of school about their ability, and aiming to do their best at all times To create a culture in which our children are not afraid to make mistakes, but rather to value them as something they can learn from to move them forward in their lifelong learning journey To empower pupils to be active partners in their learning, ensuring that they know how well they are doing and what they need to do to improve To help all children to develop the ability to communicate confidently, in speech and writing, listen attentively and read with accuracy and fluency To develop a positive attitude to Mathematics, enable the children to master the basic skills of Numeracy, apply mathematical ideas and understand the concepts of shape and space To enable the children to master scientific ideas and concepts and develop their knowledge, skills, and understanding of the local environment, their national heritage, and the world at large To develop the creative and physical skills of our children through a wide variety of stimuli and opportunities, to give them the confidence and ability to express their feelings through creativity and movement both in and beyond school To help all children develop an understanding of their own and other cultures and religions, to demonstrate respect for, and tolerance of, other people’s faiths and cultures and to treat all children equally, irrespective of gender, race, creed, or disability To help all children acquire a set of moral values and attitudes including honesty, sincerity, trust, and personal responsibility and to demonstrate courtesy, good manners, respect, and consideration for themselves and others To continue to strengthen the links which have been developed with the community of Caerphilly and to work together to maintain the school’s place at the heart of the community To ensure each of our children is given equal opportunities to participate in all aspects of school life. Our school holds a very important place in the community. We recognize that we cannot achieve our aims in isolation and therefore value the involvement of parents and other members of the community. It is only through partnership that we can give our children the quality of education that they deserve. View full school

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. View full school

Harefield is very unusual as it has managed to keep its village identity. We are very keen to keep our strong links with the local community which includes the library, the churches, shops, and Harefield Hospital. We have close contacts with Australian groups who contact us through the various ANZAC Organisations and there is always a steady stream of visitors who come to look around. Harefield Junior School, together with the Infant School, is in the center of the village. Our present building was opened in 1990 and is spacious and modern. It is built on the site of the old school that was built in 1907 and our bell tower was part of the original building. Two new classrooms were added in 2013 as part of the school expansion. We believe in keeping learning fun and exciting. We have a broad and balanced curriculum. Harefield has many diverse and exciting clubs for children. Pupils also have many opportunities to participate in sport and music. Harefield has a strong sense of community. There is a strong pupil voice including House Captains and a School Council. Children are friendly, well behaved and polite. The school has strong links with the ANZACs and has received recognition from the Australian Government and our work has featured in the international media. We believe in keeping learning fun and exciting. We have a broad and balanced curriculum. Harefield has many diverse and exciting clubs for children. Pupils also have many opportunities to participate in sport and music. Harefield has a strong sense of community. There is a strong pupil voice including House Captains and a School Council. Children are friendly, well behaved and polite. The school has strong links with the ANZACs and has received recognition from the Australian Government and our work has featured in the international media. We encourage children to bring in their fruit to eat during our fifteen-minute morning break. Two members of the teaching staff are on duty on the playground and support staff supervise other areas. Any child who is kept to finish work is supervised by his/her class teacher. During inclement weather, the children remain inside and have supervised “wet playtime” games and activities. Harefield Junior School is a very caring community and our aim is that the children should become socially well adjusted. We encourage a spirit of responsibility and self-discipline which is the essence of becoming a good citizen. For us to achieve success there must be active support and co-operation between teachers, parents/carers, and children. Education is very much a partnership between home and school. Parents are welcome into school to help with activities and trips. If you are interested, please contact your child’s class teacher. Also, there are many opportunities for parents to be involved in fundraising activities. The school is always grateful for any gifts or equipment donated by parents such as offcuts of cards, paper, etc. We aim to deal with any concerns as quickly as possible and if you are worried about your child’s progress, please contact the class teacher. If you feel it would be inappropriate to discuss the matter with the teacher or having spoken to a teacher, the matter is still a concern, please make an appointment with the Executive Head Teacher, who will try to see you that day, or within two days at the most. A member of the Senior Leadership Team will see a parent if there is an emergency and the Executive Head Teacher is not in school. We hope that you will find all staff friendly and approachable, and see that we all want to work together for what is best for your child. We are pleased to tell you that at Harefield Junior School we have never had to set up any formal procedures. We encourage children to be responsible for themselves, each other, and the school. We have a School Council, which meets regularly with a teacher to look at life in school. Two members of each class (one boy and one girl) take comments/suggestions from each class to the meeting and ideas are then fed back to the rest of the school. The school has very high standards and expectations of good pupil behavior. We achieve high standards of behavior and responsibility through good relationships and community feeling. Certain rules are necessary for children’s safety and wellbeing. All children are expected to act with courtesy, honesty, goods manners, and respect for others and their property at all times. This is highlighted in Golden Rules which are posted around the school. View full school

Hampton Juniors is a happy and friendly school where every child has the opportunity to reach excellence. Our children enjoy an active, exciting, and fast-paced curriculum that seeks to stimulate, engage and challenge them whilst developing a lifelong love of learning. Through personalized learning and high expectations, our children can flourish and experience success. We are a strong, caring, and supportive school community where children learn to take responsibility for themselves whilst being encouraged to value and care for others. We are always gratified to see the achievements of all our children and we know that successful education relies on a real partnership between pupils, parents, and teachers. Our work within the local community, supported by longstanding friends and parents, has helped our children develop and succeed into responsible young citizens with the will to succeed. The facilities at Hampton Junior School are first-rate. We have specially equipped spaces that are designated for the promotion of our broad and balanced curriculum, including a wonderful food technology room that has been newly refurbished, a specialist art studio with kiln, and a fully resourced music room where specialist music lessons take place and our ensemble groups rehearse. In addition to this, we have a spectacular library that contains a wide range of engaging reading materials, 2 large halls, and a fabulous award-winning school allotment complete with a pond and wildflower garden. Our two large playgrounds, private sports field, and green area enable the children to enjoy their recreation and P.E to the full. Our refurbished classrooms offer children a well-equipped learning environment that is complemented by the ICT facilities including pads and kindles. Our new multiuse hall, kitchen, and up-to-the-minute year 6 classrooms are wonderful additions to the school facilities. Through a diverse and exciting curriculum, Hampton Junior School pupils will develop skills in English and Mathematics as well as a lifelong love of learning. With the introduction of the new primary curriculum in September 2014, Hampton Primary Partnership schools have 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. Our aim is for children to be able to enjoy a range of sporting activities, have the opportunity to learn new musical instruments as well as taking advantage of our fantastic facilities, including the sports field, specialist Art studio, refurbished library, well-resourced music room, iPads, kindles, garden allotments as well as pond area. We foster a love of reading and the ability to read for information through daily guided reading sessions, author visits, and regular use of our fantastic school library. We deliberately select high-quality texts from a range of authors, ensuring that the children enjoy a range of fiction, non-fiction, and poetry alongside media texts. The school gives children regular opportunities for poetry recital and holds an annual performance poetry competition. Children also have regular lessons to help develop their reading comprehension skills. Safeguarding is everyone’s responsibility and at Hampton Junior School we ensure that your child’s safety is of paramount importance. Safeguarding and promoting the welfare of children is defined in ‘Keeping children safe in education –July 2016’ as: protecting children from maltreatment preventing impairment of children’s health and development ensuring that children grow up in circumstances consistent with the provision of safe and effective care and taking action to enable all children to have the best outcomes. E-Safety is important to everyone at Hampton Junior School. We have an up-to-date policy that demonstrates how we keep our children safe online. Alongside this, we have developed an E-Safety Curriculum which helps the children learn about how to keep safe when using the internet and new technologies. Our Internet Safety Rules are displayed around the school and regular assemblies and parent meetings are held to support the promotion of E-Safety. For over a century Hampton Junior School has stood at the heart of Hampton as a focus of learning. The school opened in 1907 as Hampton Council School with separate departments providing accommodation for up to 400 boys and 400 girls! The two entrances with their signs can be seen as you enter the building. During World War II the school was adapted for use as a first-aid center. In 1969 the education committee changed the name from Percy Road School to Hampton Junior School. The school celebrated its centenary in 2007 to the delight of many former pupils and staff who were able to revisit their school (some over 70 years later!) and relive memories of their schooldays. The school has undergone much refurbishment and updating recently, providing extra facilities for the children as well as a Nurture Suite, a Library, a Studio, and Music Room as well as external improvements to the grounds. Most recently, we have opened a new hall, kitchen, and classroom block in preparation for expansion. In 2013 the Hampton Primary Partnership was formed, forging stronger links with Hampton Infant School, and continuing the school’s long tradition of serving the local community. View full school

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. View full school

We think Hall Green Junior School is a wonderful school to be part of, with fantastic children, supportive parents, and dedicated staff. Hall Green Junior School has been a part of Hall Green for 120 years. Since the first school opened in 1893, the schools on the Stratford Road site have grown and developed to meet the needs of the local area, as the area has grown from a rural hamlet to a busy and thriving owner-occupier suburb it is today. JS is now a modern, very successful large Junior School, fully equipped to meet the needs of our children. We are now a fully four-form entry school with a strong communal feeling in each Yera Group and across the school. We aim to serve the needs of the children attending our School. Each child is important to us and we aim to do the very best we can for every child. Our parents are aspirational and caring. We aim to meet the trust they put in us to look after and educate their child. The school has a very simple but very important Vision. School is here to equip every child with the skills to be a successful learner and responsible citizen. By successful learner, we mean academic success in conjunction with lifelong learning skills and attributes. Every child has a Personalised Learning Plan which the teacher, the child, and the parent work towards to help make the child succeed. Hall Green Junior School has developed a personalized learning approach aimed at developing the whole child around our Four Core Skills. Each child has a PLP - a Personalised Learning Plan - which is shared with parents and informs the teacher's planning and the child's learning. The work is organized into Modules, each lasting for 6 weeks (approximately half a term). When possible the work is taught in linked topics but where necessary work is taught in separate subjects. The Modules are designed so that the National Curriculum is covered in a way that meets the needs and abilities of the children. They are also designed to be interesting and exciting. The school works to provide a broad and balanced curriculum, aiming to educate the whole child. All children belong to a team in school and will take part in activities to earn points for their team. The challenges are around developing strategic thinking, being healthy, and developing wider learning skills. At Hall Green Junior we are here to equip every child with the skills to be a successful learner and responsible citizen. We embrace the fact that every child is individual and help the individual need of each child within the mainstream classroom. We aim to integrate all children into the school community: primarily a Hall Green Junior School classroom. We recognize the strengths of each child and the valuable contribution that each child makes. Meeting the child’s needs is the responsibility of the teacher supported by the SENCo - every teacher is a teacher of SEN and the child’s needs are met best in the classroom situation, amongst peers, by adapting classwork and having appropriate levels of support if required. View full school

Grange Park Junior School works in partnership with our local community and is committed to providing quality education in a safe, supportive and stimulating environment. We value each pupil and encourage everyone to achieve their full potential. Grange Park Junior School enables pupils to reach their full potential by promoting educational excellence, matched to the ability of each pupil, in a caring, happy and welcoming environment. Grange Park Junior provides a balanced broad curriculum where all pupils are included and have the equal opportunity to learn. Pupils are encouraged to develop their self-esteem, responsibility, and respect for others, their belongings, and their environment. Pupils are encouraged to appreciate individual differences and to respond positively to life in a multi-ethnic society. Grange Park Junior encourages pupils to display a positive attitude to work and a high standard of behavior. At Grange Park Junior School children learn in a safe, caring, and enriching environment. Children are taught how to keep themselves safe, to develop positive and healthy relationships and how to avoid situations where they might be at risk including by being exploited. The school has a statutory responsibility to share any concerns it might have about a child in need of protection with other agencies and particular police, health, and children’s services. Schools are not able to investigate concerns but have a legal duty to refer them. In most instances, the school will be able to inform the parents/carers of its need to make a referral. However, sometimes the school is advised by children’s services or the police that the parent/carer cannot be informed whilst they investigate the matter. We understand the anxiety parents/carers understandably feel when they are not told about any concerns from the outset. Grange Park Junior School will always follow legislation and Local Safeguarding Children’s Board procedures that aim to act in the interests of the child. The school will always seek to work in partnership with parents and other agencies to ensure the best possible outcomes for the child and family. At Grange Park Junior School we aim for all our children to be the best that they can be, ensuring that we do our absolute best to help all pupils reach their full potential, both inside and outside the classroom. To do this many steps are taken to support children throughout their school life, starting with quality first teaching. However, we recognize that the educational needs of every child are different, which means that for some children to reach their potential there may be a need for additional support. This support is delivered as a whole school approach with all our staff working together to ensure the best for each child in our school. In addition to this inclusive approach, additional support is also available from the school’s SENCO and the school’s Inclusion Officer. View full school

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. View full school

At Gilmour, we pride ourselves on offering the best all-around education for the best pupils in the city. From the arts to sport, from classroom work to outdoor education we really 'learn together and grow together. School Mission Statement - Gilmour Junior School is a place where we all feel safe, happy, and able to reach our full potential whilst making a positive contribution to our school and the wider community. Every year we have an arts week where our children experience the whole range of the field of art from rock to classical, soaps to Shakespeare, circus to musicals. This is reflected in our arts mark gold award. We are a vibrant, alive school because of our wonderful children. At Gilmour Junior School our children take part in a daily act of Collective Worship which has a weekly theme. Each theme actively promotes the British values of democracy, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs. Where appropriate, we invite speakers to talk to the children about an aspect of our Collective Worship theme. English is the basic language of communication in our society and is the foundation for almost all the learning which takes place in our school. We use a full range of teaching techniques to ensure our children become as confident and competent as possible in the skills of reading, writing, speaking, and listening. At Gilmour Junior school our planning for English is based upon medium-term planning for English developed by the Liverpool Authority English Team. Maths is taught in mixed ability class groups. At Gilmour Junior school our planning for Maths is based upon medium-term planning developed by the Liverpool Authority Maths Team. Maths is also taught through practical activities and games, as well computers and calculators. Practical Maths is always extremely popular with pupils of all ages. Through computing, children learn to understand how computers are programmed and how to write simple programs. Children are also taught how to keep safe in the digital world. Pupils are shown how to develop basic knowledge and understanding of life and living processes, materials, and their properties of physical processes. Skills are developed by undertaking investigations, predicting outcomes, recording, and concluding. Children with special educational needs are ones whose needs are different from or in addition to those of others of the same age. A need may be short or long-term and maybe a specific learning problem or of a wider nature. The Liverpool Counts Quality Mark is a program run by School Improvement Liverpool, targeted at improving maths results for the city’s children. Its main aim is to tackle the negative attitudes towards numeracy and mathematics which are prevalent in many areas of our society. We promote a culture where we understand the need for good numeracy skills and mathematics qualifications. We want to ensure our children know how important these are for their social, financial, health, and employment aspects, both now and in the future. In school, we will all be working hard to encourage pupils to make connections in their numeracy and mathematics lessons to real-life contexts and within other areas of their school experiences. Our specific aims for the pupils of Gilmour Juniors are: To raise the profile of Numeracy / Mathematics across the school including its use in other subjects To create a positive ethos about mathematics To understand the importance of mathematics as a life skill and the role it plays in future life choices To share and celebrate the enjoyment of Numeracy / Mathematics View full school

The school is situated in Hampstead Garden Suburb, at the southern end of the London Borough of Barnet. We are a three-form entry co-educational community junior school for children between the ages of 7-11 years. The school was originally opened in 1913. Part of the building was rebuilt in 1960 to replace damage caused during the 1939-45 War. There is an infant school on the same site and there are strong links between the two schools We believe that our schools’ values, curriculum, and ethos which permeate everything we do, reflect the British values of democracy the rule of law individual liberty mutual respect tolerance of other faiths and beliefs. Our vision is to cultivate excellence and enjoyment in teaching and learning within a safe, stimulating, and caring environment where the wellbeing of the whole child is nurtured and the achievements of each child are celebrated. We want to preserve and encourage the Infant School and the Junior School independence as well as enable close collaboration between the two schools. We recognize children learn and develop best when their education matches crucial phases in their development. Garden Suburb Junior School prides itself on an atmosphere of support, trust, and encouragement. Relationships between teachers and their pupils are excellent and as a consequence so too is behavior. Pupils appreciate the school's behavior management systems and as Ofsted observed on their most recent visit, behavior is "typically outstanding". Garden Suburb Junior School takes attendance and punctuality very seriously. Children must attend school regularly and punctually. This reinforces their sense of respect for the school and others and ensures they develop good habits of timekeeping. Garden Suburb Junior School prides itself on an atmosphere of support, trust, and encouragement. Relationships between teachers and their pupils are excellent and as a consequence so too is behavior. Pupils appreciate the school's behavior management systems and as Ofsted observed on their most recent visit, behavior is "typically outstanding". Garden Suburb Junior School is one of the leading state primary schools for chess in the country. Over the years, the teams have competed with great success in the National Primary Schools Chess Championships. The school has won the National Championships on three occasions, beating hundreds of schools from across the country. Families can often go through difficult times which impact a child’s emotional health. It is helpful if you inform the school if you are going through difficulties such as a relationship break-up, divorce if there is an illness in the family, or something that is upsetting the normal routines. When families are going through stress it can often impact children and their behavior. If we know we can support your child or just keep a watchful eye. We often support families through difficult times and can help ease stress for your child. We also have access to outside agencies that may be able to provide support. All such matters will be held in strict confidence. You may wish to make an appointment with the Head Teacher or just write the details in a letter. Some parents/carers find it difficult to attend fundraising events due to other commitments, so we are now following the path of many other state schools by pursuing a second strand of fundraising, by asking parents to contribute small sums regularly. This may appeal to those parents who do not have time to actively participate in fundraising but want to want to contribute. View full school

Field End Junior School is a unique place. The School has an individual identity that combines traditional values with a modern vibrant vision. We are situated on Field End Road and within walking distance of Eastcote underground station and many bus routes. We have the most amazing outdoor and indoor facilities for children to learn and play. We provide a very stimulating academic curriculum, together with a strong tradition of music and many additional activities including, dance, drama, and sport. We are a community and a true partnership between school and the families of the children we teach. Our school life is rich in opportunities to learn as individuals and as part of a strong, supportive environment. We are fortunate to have strong links with Field End Infant School. We are committed to the development of each child, to offer them the very best start to their formal education. We aim to provide an education that is rich in opportunities and experiences and one which influences a lifelong love of learning. At Field End Junior School we are committed to equal opportunities. We believe that equality of opportunity is made possible by the development of an inclusive school community, within which all individuals are welcomed and valued for who they are, regardless of gender, race, color, religion, social class, culture, age, physical or intellectual ability. The school, being on one level, promotes easy access for children with disabilities. There are several disabled toilet facilities. There are entrance and exit points throughout the school suitable for wheelchair users. The school has an accessibility plan which is regularly reviewed. Throughout their time at our school, children have the opportunity to join lunchtime or after-school clubs offering many different activities which may vary from year to year. Parents and children are issued with a club newsletter at the beginning of every academic term which outlines details of all the clubs on offer, for example, football, netball, cricket, choir, tennis, dance, and gymnastics. We have an active Pupil Voice which is made up of one representative from each class. The council meets regularly with the Headteacher to discuss a range of issues and to share the ideas and opinions from children across the school. Children also serve as playground buddies and we have a small team of award-winning Junior Road Safety Officers. All children are members of one of the school’s five houses and Year 6 Pupils are nominated House Captain and monitors at the start of each school year. We also elect a Head Boy and Head Girl each year along with deputies. We have a range of rewards systems in place, including house points, merits, class of the week, and attendance awards. For a school to be a safe, ordered environment, discipline is essential. Clear limits are placed on the children for their safety and welfare through which they should become responsible for their behavior, adopt a caring attitude to others and care for the school as a whole. Staff base their control on fairness, friendliness, and firmness. Our main priority is to ensure that every child's time at Field End is a happy one. However, there may be times when parents have particular concerns, in which case they should seek an immediate appointment with either their child's class teacher or Year Group Leader. If they are still not happy, they should make an appointment with a member of the Senior Leadership Team. Any complaint will be confidentially handled, evaluated, investigated, and, hopefully, resolved. If parents are still unhappy they should approach the governing board. View full school