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Our Junior School offers a challenging and creative curriculum to inspire our pupils to become problem-solvers and to take risks from early in their school careers. All our Junior School pupils gain automatic entry to the Senior School. The Junior School curriculum is a creative one, where boys use their initiative and dare to take risks. They receive a rich educational diet, released from the constraints of the National Curriculum. They are well-schooled in all of the fundamentals, but bright boys need more than that. Through our skill-based activities, we can broaden the mind and develop natural inquisitiveness. In Years 5 and 6 we have a strong and effective partnership with the Senior School, both in terms of shared facilities and specialist teaching. There is no examination preparation, as Junior School boys have automatic entry into the Senior School. Our options program (running for half a day each week) offers a variety of activities, ranging from robotics to developing the skills needed to become future business entrepreneurs. In Languages, we want boys to be confident in embarking upon new challenges. Hence we study Spanish in Year 3, French in Year 4, Latin in Year 5 and Italian in Year 6.With highly qualified subject specialists and the freedom to offer the most stimulating and challenging courses, each department aims to develop in our boys a strong understanding of their subject, as well as enjoyment of their academic work. The Lower School is all about developing scholars and gentlemen. Our boys come from a diverse range of schools and backgrounds, and around half of our boys come from state primary schools. Our community thrives upon this diversity. Our well-established postcode ‘buddy system’ ensures that every boy arrives knowing someone already at MGS. A specialist Lower School Tutor will oversee your son’s development, guiding and supporting him and helping him to prepare for the challenges and opportunities of Middle School. We keep intelligent and enthusiastic boys busy by providing them with a wide and varied curriculum that nurtures a love of learning, as well as opportunities for lessons to be learned outside the classroom. We have well over 100 weekly clubs on offer. We have trips specially tailored to developing friendships, like the annual form residential to Owls’ Nest and form trips to Castleton, Conwy, and the Blackden Trust. An important part of Lower School is the sense of community that we foster and this comes about through the friendships that boys develop with their classmates, their Tutor, Head of Year, and Head of Section. As a Lower School team, we set high, but realistic, expectations in all areas, and enjoy the diverse company of our enthusiastic and youthful cohort. The Middle School at MGS consists of Years 9 to 11 and concludes with our boys’ first experience of public examinations. The mantra for an MGS Middle Schoolboy is to challenge himself in a variety of ways and the breadth of academic curriculum on offer is simply the start of this. Middle School is a time where MGS boys explore their academic interests whilst being challenged to fine-tune their strengths in preparation for IGCSE/GCSE examinations. Beyond this, Middle School boys play a great role in the co-curricular life of the School. From the Theatre to the Rugby field, from the concert stage to the desert trek, Middle School boys take themselves out of their comfort zone, encountering new horizons and getting to know themselves and their peers better in the process. Making the most of small tutor groups and a team of skilled pastoral staff, the boys in Middle School receive outstanding academic and pastoral support and enjoy three years in a dynamic and encouraging community. Our aim is that all boys leave Middle School having experienced genuine challenges in a friendly and encouraging environment, able to make intelligent well-informed choices for the future, and looking forward to a brilliant Sixth Form career. The Sixth Form is divided into five academic Colleges, containing roughly equal numbers of students from Years 12 and 13. Each college is divided into small tutor groups, led by a Head of College. The person primarily responsible for the academic progress and pastoral welfare of students is the Tutor. The Tutor will help each individual make the transition to the habits and discipline of Sixth Form study, and will also encourage him to develop the skills, competencies, and experiences which will prepare him for life beyond MGS. The Tutor will also write the university reference for each of their tutees, and support them in making well-informed decisions about the future. The Colleges are more than just an administrative group they are also a focus for activities and opportunities to develop new skill sets and take on roles of leadership, responsibility, and service. The School proceeded to build a reputation as one of the country’s leading educational establishments, a position it still holds today as an independent day school. Much has changed in the intervening five hundred years, but our core mission to educate the brightest young men in the North of England regardless of their social, cultural, religious, and financial background, has not. We aim to teach boys to think for themselves and to develop a life-long love of learning. Lessons are taught by academic specialists with a passion for their subject, and teaching goes well beyond the narrow confines of examination syllabuses, offering our students the best preparation for the very top universities, both in this country and abroad. There is, however, much more to an MGS education than what happens in the classroom. What makes this School truly special is the outstanding achievement of our pupils in areas such as sport, music, and drama, and in keeping with Hugh Oldham’s aims we produce well rounded young men who have a true sense of service to their community View full school

Our academic, vibrant community and emphasis on developing the whole student make us a popular and over-subscribed Academy. We offer a broad and balanced curriculum, with small class sizes tailored to our students’ needs. The guided choice at Key Stage 4 helps students access the pathway that is best suited to them. Our holistic curriculum supports the spiritual, moral, and social development of our students. The Academy’s distinctive offer provides students with a solid foundation for success as confident and respectful young adults. The Academy offers an extensive and diverse range of after-school activities including choir, football, film, creative writing, and boxing. Students enjoy a wide range of sports and leisure opportunities, including competitive sport in school, locally and nationally. Our Head Girl and Head Boy lead a team of prefects and are developing a thriving Student Voice committee. Working together to represent students’ views across the school, they deliver an inspirational program of social and charitable activities. The Education and Leadership Trust is a co-operative academy trust in Manchester, UK, which came into existence in September 2014. We are dedicated to promoting the emotional, physical and social well-being of our diverse and multi-cultural population and aspire to be a center of excellence for the education of young people. Whalley Range is a large 11-18 High School of 1500 girls located in the heart of inner-city Manchester. Levenshulme is a school of 1,000 girls. The East Manchester Academy is a mixed school of 970 students in the heart of Manchester’s regeneration area in Beswick. They serve some of the most deprived wards in Manchester and embrace and celebrate their cultural diversity. The schools receive their intake from over 75 primary schools from within and beyond Manchester. Whalley Range is the only community school in Manchester offering single-sex post 16 provisions. Over 90% of Sixth Form students are from ethnic minority backgrounds. The East Manchester Academy is a mixed school in the heart of Manchester’s regeneration area in Beswick. We were established in September 2010 and started our first academic year with a full cohort of Year 7 students, having been heavily oversubscribed. We have now grown into a very successful community Academy due to our commitment to ensuring the best possible outcomes for our pupils and the community we serve. Our move into the Education and Leadership Trust in 2016 has further strengthened our Academy, with the support and the sharing of best practices available between our partner schools. We are extremely proud of the broad and balanced curriculum we offer to all of our students. Please take a look at our overviews and faculty-specific information for more details. We are fully committed to providing a broad, balanced, inspiring, and challenging curriculum for all our young people which equips them with high quality, relevant qualifications, skills, qualities, and attributes to give them choices, a sense of ambition, and able to make a positive contribution as a 21st-century global citizen. At The East Manchester Academy, we are extremely proud of the broad and balanced curriculum we offer to all of our students. We are committed to building on the skills our students have previously learned to ensure all students make rapid progress. Homework is an important part of a young person’s development and will be set regularly. Sometimes homework will be the completion of work set online. Private reading remains important for all progress and academic success. Please encourage your child to read as much as possible – fact or fiction, books, magazines, newspapers. The Design and Create Faculty aims to prepare students for our ever-changing and fast-paced society. We want to prepare students with the skills needed to succeed: creative thinking, problem-solving, and resilience. The faculty aims to give pupils a clear focus on the understanding of how a computer works. This knowledge allows them to gain a deeper understanding of how systems work. There is a strong emphasis on the pupils using different programming languages to produce their outcomes, this we believe allows pupils to become fully autonomous with their learning and provides a clear opportunity for creative freedom. Studying this prepares the pupils with the knowledge and skills that they will need for study in Key Stage 4. In English, we strive to make every child a confident reader and writer of English. We will actively promote a love of English and aim to never leave a child behind. Pupils will feel safe, respected, and valued in their lessons, they will be encouraged to work independently as well as part of a team. We will actively encourage them to develop their vocabulary, speak in front of others, and become life-long learners. In Performing Arts we strive to make every child have an appreciation for the arts by inclusion, passion, and opportunity. We are dedicated to ensuring pupils’ develop socially, emotionally, and skilfully in the Performing Arts by developing confidence and skills. The curriculum area of Physical Education aims to give all students the desire and ability to be lifelong participants in physical activity. Innovative and exciting lessons will create informed and enthused students who will possess the motor skills, physical fitness, and understanding of concepts that foster healthy lifestyles. Leadership and autonomy will be promoted, as will competition with due consideration for fair play and sportsmanship. Students will be focused on celebrating differences in our local community with the theme of equality underpinning each session. Sessions include, ‘Strong Women in Islam’ and Asian Culture (complete with henna, dancing, and cultural dress). A careers talk about equality within the fire service, using VR and google to explore Spanish language and culture, a session on Zimbabwe and its culture as well as all students visiting our MCR LBGTQ+ Pride event. Additionally, our students will attend a session on Judaism and will be visited by a Holocaust survivor from the local community to speak with students about the dangers of discrimination and Prejudice. View full school

The Co-operative Academy of Manchester has been serving the community of Higher Blackley in North Manchester since it opened in 2010. Our academy values of fairness, ambition, and respect are at the heart of everything we do. We have high expectations of our students. They all have a talent and can excel at something. Our lessons are engaging and use the best resources. Our curriculum prepares students to achieve their aspirations, whether that means going on to college and university, or taking an apprenticeship. All students and staff are members of one of our academy Families. We have six Families named after co-operative pioneers. These men and women (from all over the globe) embody our academy spirit. Some are historical figures from the founding of the co-operative movement, whilst others have made a difference in the world more recently. In Year 11, students move into our seventh Family called ‘Tenacity’ as they focus on their exams. Our academy is not an exams factory. Whilst we push students to achieve the best results they can, their time here also includes many opportunities to flourish in extra-curricular activities. Our annual academy production gives students a chance to shine as actors, singers, and behind the scenes. We have a wide range of sports clubs and other after-school activities. Throughout the year our students experience a wide range of enrichment activities. The academy is one of several schools sponsored by the Co-op – one of the world’s largest consumer co-operatives, owned by millions of members. Co-op is a different kind of business, which puts social goals and community-led programs at the forefront of what it does. We are proud to benefit from the expertise of Co-op colleagues on our governing body, and they also offer unrivaled opportunities to our students to learn about business and ethical issues. We collaborate closely with our sister academies in the Co-op Academies Trust through co-operation, we raise standards and offer our students the very best. The Co-operative Academy of Manchester has a strong track record of excellence in Sixth Form provision, ensuring our students achieve their potential and graduate with the skills they need to succeed in the workplace. The Co-operative Academy of Manchester has a strong track record of excellence in Sixth Form provision, ensuring our students achieve their potential and graduate with the skills they need to succeed in the workplace. In September 2018, our Sixth Form will be relaunched with a brand new curriculum and exciting new facilities. We will continue our small class sizes and high levels of individual support. In addition, our business-based programs will be better than ever, and our students will leave with the knowledge, skills, and experience needed to get ahead of their peers in the competitive world of university, apprenticeship, and job applications. Together with our sponsors, The Co-op, we ensure that our Sixth Form students have exclusive opportunities to get ahead in the business world. At The Co-operative Academy of Manchester Sixth Form, we will provide you with the support, advice, and guidance you need to gain your academic qualifications. We also believe education is more than just achieving qualifications, so will also work with you to improve your core skills and make you more employable. An average class size of just 12 students means you get to work more as part of a team, and your teachers will get more time to spend supporting you. Your Pastoral & Progress Manager will have frequent one-to-one meetings with you to monitor your academic progress, welfare and to help ensure you’re on track to meet your targets. Being a force for good in the community is part of who we are. It’s in our cooperative nature and together with our sponsor, The Co-op, we support the Blackley community in several ways. Governors are one of the largest volunteer forces in the country and have an important part to play in raising standards in schools. At our academy, governors include representatives of staff, parents, our sponsor The Co-op, and other local organizations. Our academy is a secondary school for ages 11-16. We are a comprehensive school open to applications from all young people from the local area. Although academies can control their own admissions policy, The Co-operative Academy of Manchester’s governing body has agreed to follow the Manchester City Council admissions code. This means that applications for your child to start in Year 7 in September are made through Manchester City Council. Manchester City Council published details each year of the number of school places available, the admissions rules, and how they will allocate places if we are oversubscribed. View full school

We are a vibrant, ever-changing, and developing community with a happy, family-orientated environment where many exciting things happen in and out of the classroom. Whether it is a great success in sport, cultural activities, charity fund-raising, exciting trips, interesting visitors, or parish events. We are a Catholic School and celebrate each unique child. We embrace our differences, create space for forgiveness, and journey towards a shared understanding of God’s love for each of us. Because our children are listened to and valued, they feel they belong and continue to achieve and grow. At our latest RE inspection by the Diocese of Salford, we were judged to be an outstanding Catholic school. At St Mary’s, we will work tirelessly to help every pupil realize their full potential in all aspects of their development: spiritually, academically, personally, and socially. We are passionate about providing the best possible facilities and resources that we can, to ensure that every child has the best support to help them achieve their goals. We welcome involvement and participation from all members of the St Mary’s community. We all have a role in helping our children make the best possible progress. In choosing this Catholic school for your child we invite you to support their faith journey both at school and in Church whenever you can. As a Catholic community, our aims and ideals are Gospel-based and our faith permeates our every action. We aim to provide a happy, caring, and stimulating environment in which every child’s uniqueness is celebrated and can grow with Jesus as their example. St Mary’s RC Primary School is a Roman Catholic Primary School under the trusteeship of the Diocese of Salford. It is maintained by Manchester Authority. As a Voluntary Aided School, the Governing Body is the Admissions Authority and is responsible for taking decisions on applications for admissions. Parents/Carers must accept all policies drawn up by the Governors of St Mary’s RC Primary School eg: uniform, behavior, homework, etc and are expected to sign to this effect before their child is admitted to the school. ADMISSIONS TO THE SCHOOL will be made by the Governing Body. All preferences listed on the Local Authority Preference Form will be considered on an equal basis with the following set of ADMISSIONS CRITERIA forming a priority order where there are more applications for admissions than the school has places available. At St Mary's, we ensure our children receive high-quality teacher and learning on a day-to-day basis, not only in our classrooms but also in the varied outdoor learning areas we have on our grounds. Our school places high value on the learning environment, both in and outdoors, that our children are exposed to every day. Through this approach, we believe we secure the best possible learning environment for children to grow and flourish as learners and people. Whilst the Headteacher of the school is responsible for the day-to-day management of the school, the role of the Governing Body is to provide strategic management and to act as a ‘critical friend’, supporting and challenging the school. Schools generally have a budget to cover salaries, running costs, maintenance, and equipment and the Governing Body is responsible for managing this budget. They can decide how many and what types of staff to employ, which equipment to upgrade or replace, and what the priorities are for implementing new strategies and initiatives. Governors also have a role in monitoring the school's progress and in setting annual targets for the school's performance and the Headteacher. Although all of the governors have the responsibility to promote and maintain the school’s Catholic character and mission, the foundation governors have a special responsibility in this area. The CES document ‘Governing a Catholic School’ (1998) gives this summary of their role. We are very fortunate at St Mary’s to have a spacious site and beautiful grounds. Over the past year or so we have been working hard to improve the buildings and facilities for the benefit of the children and we expect this program of refurbishment to continue for the next 12-18 months. To better serve the needs of local children, our school is moving to 2-form entry over the next few years, which is why so much building work is currently taking place. We will keep you updated on the latest plans for the school buildings themselves as they develop. View full school

As a Catholic school, we are always continuing to raise the standards of education we provide and are guided by our Mission Statement which puts Christ at the heart of every activity. Starting or moving school is a major step for a child and we are conscious of this. We believe that when family, school, and parish work in partnership, your child can make this step securely. Here at St Margaret Mary’s School, we do everything we can to develop the potential of every child who attends our school. Also, we work hard to create and promote the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs - as explained in our statement - Promoting British Values and Culture. We would welcome the opportunity to work with you as parents as we seek to fulfill our aims and demonstrate that every child in our care matters. The touchstone of an excellent curriculum is that it instills in children a love of learning for its own sake. This means that primary children must not only learn what to study, they must also learn how to study.” (The Primary Curriculum Review Executive Summary p8). Flexible teaching methods are used to meet the purposes of the National Curriculum. For example, the Creative Curriculum is a carefully planned, thematic approach to teaching and learning designed to support children’s natural curiosity and stimulate their creativity. Class teaching, group/individual, and special needs teaching all feature in the structure. At St Margaret Mary’s Catholic Primary School, our children study the following national curriculum subjects: Literacy, Numeracy, Science, Religious Education, Music, Art, Physical Education, History & Geography. We are very fortunate at St Margaret Mary's RC Primary School to have governors who work tirelessly to ensure that our school continues to move forward and achieves the very best for all of our children. Here at St Margaret Mary's R C Primary School, we are lucky enough to have our Forest School site. This outside learning environment gives children across the school fantastic opportunities to explore and learn about the world around them. A number of our staff are trained to plan and deliver wonderful Forest School sessions that are engaging and exciting. Our journey in faith starts at home. As parents, you are the first and most significant educators in your child's life. By having your child baptized, you have expressed your wish to have them brought up within the Catholic faith. Working closely together, forming a partnership between parents and the school, we aspire to nurture the unique qualities of each child and allow them to flourish and grow throughout their primary years. Christ is present in our daily lives and through living out our mission statement. It is more than just part of the curriculum - it is the Catholic ethos that makes St Margaret Mary's a special and inclusive environment where children can learn and grow, with staff that offers outstanding care and guidance to your children. The mission statement, displayed throughout the school and in every classroom. It is our distinctive purpose, it is what makes our school special and it is our remit in our journey - meeting God each day. Jesus Christ is at the heart of everything we do and we use the principles of the 5W's to live his word and become good Christian role models. We aim to bring children closer to God by learning and understanding the teachings of Jesus, so that we can all lead a rich and fulfilling life, helping others and bringing ourselves closer to God. Through our RE curriculum and Sacramental program, we guide children on their journey in faith. Each year group follows the 'Come and See' program all children take part in collective worship, liturgical assemblies and attend Mass in the convent chapel. All children also have the opportunity to learn about other faiths as part of our curriculum. The Pupil Premium was introduced in April 2011 and is allocated to schools to work with certain categories of pupils on a roll on the January Census date. However, since 2012/13 the Government decided that eligibility for the Pupil Premium be extended to include children who have been registered for free school meals (FSM) at any point in the last six years (known as "Ever 6 FSM). Schools also receive funding for children who have been looked after (LAC) continuously for more than six months and children of Service Personnel (SPC). The Government sees this as the best way to address the current underlying inequalities between children eligible for FSM / LAC / SPC and their peers by ensuring that funding to tackle disadvantage reaches pupils who need it most. It is for schools to decide how the Pupil Premium is spent since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility. Whilst schools are free to spend the Pupil Premium as they see fit, they will be held accountable for how they have used the additional funding to support pupils from families in need of support. Since 2012, schools are required to publish information about how they have used the Pupil Premium. This will ensure that parents and others are fully aware of the attainment of pupils covered by the Pupil Premium. View full school

St. Joseph’s is a rich, diverse, and vibrant Catholic Primary School serving the parishes of St. Joseph’s and St. Augustine’s. We are situated in the heart of Longsight and offer our children and families a school where they feel welcome, content, and secure. We strive to give all of our children the opportunities so that they will be able to ” live life to the full”. Through providing outstanding teaching, children in our care make outstanding progress both educationally and emotionally and leave equipped with the skills and knowledge to achieve excellence in their chosen pathways. We value our families and the community we serve and encourage all to become involved in helping educate our children. We have an open-door policy and welcome parents/carer's suggestions, concerns, or comments as to how we can improve. St. Joseph’s has a team of dedicated staff who all contribute to making sure the children in their care achieve the best that they can be and they work tirelessly for the common good. We hope our website gives you a flavor of our beautiful school however we would encourage you to visit to fully appreciate its uniqueness. St Joseph’s is proud to be a Catholic School. Everything we aim to achieve will be based on the teaching and practice of the Catholic Church. Through this Catholic ethos, we strive to develop in the school community respect and care for everyone. We currently teach English using Language and Literacy and Read Write Inc Phonics, Abacus Maths, The way the Truth and the Light for Religion, and The cornerstone curriculum for all other subjects. St Joseph’s is a happy school, where we aim to create a calm ordered atmosphere, in which children are encouraged to respect others and be sensitive to their needs. Our school is a community where children are received with care and affectionate regard so that they feel happy secure and respected in a Christian environment of well-balanced discipline and freedom. The SEND Local Offer is a resource that is designed to support children and young people with special educational needs and/or disabilities and their families. It describes the services and provision that are available both to those families in Manchester that have an Education, Health, and Care Plan and those who do not have a plan but still experience some form of special educational need. The SEND Local Offer includes information about public services across education, health, and social care, as well as those provided by the private, voluntary, and community sectors. In identifying a child as needing SEND support the class teacher, working with the SENDCo should carry out a clear analysis of the pupil’s needs. This should draw on subject assessments, teacher observations, details of previous progress and attainment, comparisons with peers and national data, as well as the views and experience of parents. The opinion and feelings of the individual and advice from external support services will also be considered. Any parental concerns will be recorded and compared with the school’s information and assessment data on how the pupil is progressing from the pupil's one-page profile. This analysis will require regular review to ensure that support and intervention are matched to need barriers to learning are identified and being challenged and that the interventions being used are developing and evolving as required. Where external support staffs are already involved their work will help inform the assessment of need. Where they are not involved they may be contacted, if this is felt to be appropriate, following discussion and agreement from parents. St Joseph’s is proud to be a Catholic School. Everything we aim to achieve will be based on the teaching and practice of the Catholic Church. Through this Catholic ethos, we strive to develop in the school community respect and care for everyone. In a partnership between staff, children, parents, parish, and the wider community we want to give every child the opportunity to fulfill their potential by developing their gifts and talents. We aim to create a successful learning environment where all feel welcome, safe, and part of the community. We wish through the whole life of our school for every child to realize their worth and value. Religious Education because of its object and its aim is the first of the core subjects. Whilst every subject contributes to a synthesis of culture and faith by integrating the various aspects of human knowledge it teaches with “the mystery of Christ”, Religious Education aims not only at intellectual assent to religious truths but the growth in love of Jesus Christ who is God. View full school

From our student's very first day at MIS, we ensure they take full advantage of the rich and exciting opportunities we offer through our modern international curriculum and facilities. We aim to ensure that every individual is inspired and equipped to achieve their very best, and receives the care, guidance, and support they need to both enjoy their learning experience. We actively motivate our students to be enthusiastic, resilient, collaborative, and empowered individuals who strive for excellence. We have a committed professional team that is passionate and dedicated to providing our students with life-enriching skills, knowledge, and exciting experiences. It is our shared responsibility to ensure their education at MIS instills a strong foundation in preparation for their next steps in their academic choices and career paths. Manchester International School is an officially accredited British school authorized by the Egyptian Ministry of Education. Since 2014, we have been providing successive high-quality mainstream, education across fifteen academic Year groups from Pre-school to Year 12. In an era with so many distractions in life, we recognize the importance of providing our students with vibrant, fresh, and engaging academic stimulus and positive social influences during their educational journey. We offer modern, world-class facilities in our purpose-built campus situated in the affluent suburbs of New Cairo/Tagamo. Our mindset is aligned with British fundamental standards, values, and education, whilst respectfully understanding the cultural ethos of today’s modern Egypt. Our students are empowered individuals who learn how to excel in their studies and embed lifelong skills into their future successes and well-being, whatever choices and paths they take in life. MIS graduates leave with internationally recognized qualifications such as IGCSEs and O/AS/A-Levels awarded by Cambridge Assessment International Education and Pearson Edexcel. These world-renowned credentials provide crucial stepping stones to the top universities and educational institutes in both Egypt and abroad. We seek to create a challenging learning environment that encourages high expectations for success through development-appropriate instruction that allows for individual differences and learning styles. Our school promotes a safe, orderly, caring, and supportive environment. Each student's self-esteem is fostered by positive relationships between students and staff. We encourage our parents, teachers, and community members to become actively involved in our student's learning. We are committed to helping students achieve their goals. With a strong focus on education, we will nurture critical thinkers who are intellectually curious and effective communicators to ensure that every student can reach their full potential. Our students will: Become independent thinkers and lifelong learners. Develop a love for learning, an understanding of excellence, and how it can be achieved both educationally and creatively. Develop high levels of self-respect, self-esteem, and respect and care for others. Set high personal standards for their learning. We shall achieve these aims by: Continually seeking to improve our standards of teaching, learning, and citizenship. Teaching students how to learn effectively. Making learning stimulating, challenging, exciting and enjoyable. Encouraging students to learn from their inevitable mistakes. Using teaching and learning strategies matched to individual learning styles. Constructively correcting negative attitudes and behavior. Creating opportunities for students to apply their learning to entirely new situations. Presenting achievable but challenging opportunities for success. Rewarding positive attitudes, behavior, and success. Giving students increasingly responsible roles within the school. Encouraging students to help and care for others. Teaching students the fundamental importance of positive human relationships. Providing opportunities to make a positive contribution to their environment and school. Working with parents in close partnership, offering regular consultations, encouraging involvement and support in their children's learning, and ensuring accessibility and participation in the life of the school. View full school

We are an independent school that helps young people aged 11-16 who are in crisis in their educational experience. As a reflection of our underpinning Christian ethos, our practice is to uphold and encourage respect, care, love, acceptance, and belonging among our staff and pupils. TLG’s programs are designed to help individuals grow in confidence, raise their aspirations and reach their full potential - providing building blocks for a better life. We seek to engage young people on pathways to learn with accredited outcomes, that facilitate reintegration back into school, or progression on to further education or employment with training. Our center seeks to educate young people about citizenship and cultural development that includes teaching about fundamental British values. We promote equality of opportunity and diversity for staff and pupils and do not tolerate prejudiced behavior or attitudes. The staff works hard to protect pupils from radicalization and extremism by being open to discussion about these issues and is swift to identify and respond to vulnerable pupils. TLG follows a recruitment process that makes sure all appropriate checks are carried out on staff and volunteers, including managers, to ensure they are suitable to work with children and young people. Before beginning any work at TLG where they will have regular and sustained contact with children, all staff and volunteers are checked through the Disclosure and Barring Service (DBS). TLG renews these checks every 3 years. This includes a check of the ‘Children’s Barred List’ to ensure that they have not been barred from working with children and young people and Prohibition Order checks. In addition, all staff has had checks made to confirm their identity, qualifications, and right to work in the UK. All staff has read and understood DfE guidance – Keeping Children Safe in Education (Part 1) and What to do if you are worried a child is being abused – Advice for practitioners. All TLG staff receive regular refresher training, at appropriate intervals, as and when required, (at least annually), to keep up with any relevant safeguarding and child protection developments. Each TLG Centre has a child protection policy and procedures in place that are by locally agreed inter-agency procedures. This includes having a Designated Officer who receives regular training, at appropriate intervals, as and when required, (at least annually), to keep up with any developments relevant to their role. This includes how to deal with child protection concerns and liaise with other agencies as necessary and how to protect and promote the welfare of looked after children. The Child Protection Policy outlines the action staff should take if they are concerned that a child or young person is suffering significant harm or is likely to do so, and the action that should be taken to promote the welfare of a child in need of additional support, even if they are not suffering harm or are at immediate risk. TLG is committed to engaging with young people who are in crisis in their education. Most TLG Centres are registered with the DfE as Independent Schools. Those that are not yet registered operate to the same standards as those that are. Within that context, there is currently no requirement to deliver the National Curriculum. Instead, it is expected that schools will give pupils experience in the following areas of learning: linguistic mathematical scientific-technological human and social physical and aesthetic, and creative. The Independent School Standards states that our curriculum must include experience in learning: linguistic (covers English) mathematical scientific-technological human & social physical and aesthetic & creative. In addition, we must provide appropriate personal, social, and health education, career education, cultural appreciation, and citizenship (including a broad general knowledge of public institutions and services in England and upholding the values of democracy, the law, individual liberty, and mutual respect). Apart from English and maths, it is not expected that these will each be stand-alone subjects, but we do need to be able to map them through our overall curriculum. Functional Skills and the AIM Awards suites of qualifications are part of the Qualifications and Credit Framework (QCF) and are recognized within the DfE’s list of approved qualifications (Section 96). They are measurable at Entry 1, 2, 3 and accredited at Levels 1 and 2. Although they carry performance points, these cannot be counted towards School Performance Measures. Where KS4 students can't attain GCSEs or equivalents, TLG has chosen to deliver these qualifications as they provide accreditation in subject areas and at levels that are appropriate, accessible, and achievable for our students. Functional Skills contribute to the content of the new English and maths GCSE’s and their achievement of them allows students to progress onto courses of study at FE colleges. We base our KS3 and 4 English and maths teaching on the Functional Skills criteria and Adult Literacy and Numeracy Core Curriculum. We use ‘ForSkills (www.forskills.co.uk), to support our internal teaching and assessment in these areas. ForSkills is an online tool that provides baseline assessment, individually tailored support learning resources and measures on-going progress. In addition to using ForSkills, we expect staff to use, create and share other resources for teaching the English and maths curriculum and to carry out teacher assessments. For KS4 students, Functional Skills are externally accredited through the National Open College Network (NOCN). Students can be registered for assessments at Entry Levels and exams at Levels 1-2. We expect all capable KS4 students to be given opportunities to access assessments or exams in Functional English and maths at a level appropriate to them. Aspects of the Functional Skills curriculum can also be accredited through the AIM Awards units (see below). Wherever GCSE programs are not being followed, our subject-based curriculum utilizes the AIM Awards suites of qualifications - AIMVOCs (vocational pathways), EMPLOY (employability), and PSD ( personal and ongoing development). Usually, accreditation would be for KS4 only, although this qualification is open to students of all ages. This qualification is portfolio-based and can be accredited at Entry Level (E3), Level 1, or Level 2. Students complete units which carry credits. Numbers of credits build into qualifications of increasing sizes, starting with an Award (requiring 6 credits at L1) up to a Diploma (requiring 37 credits at L1). The units cover a wide range of suitable topics and work can be moderated soon after completion in most cases. Where local specialisms, resources, and partnerships allow it, some TLG Centres may offer programs that allow students to complete courses of study within the Progress 8 group of qualifications. So far, these have included subject-specific GCSEs and BTEC’s, which have typically been delivered in partnership with a referring school and through specialist volunteers or sessional workers. Students are usually registered for these qualifications through their school and TLG staff liaise closely with the school on aspects of administration, course content, delivery, and assessment. Currently, TLG is only approved (through Pearson/Edexcel) to directly deliver GCSE and BTEC qualifications at the Bradford (Hope Park) Centre. Centers can, if they wish, directly deliver the European Computer Driving Licence (ECDL) at L2, through BCS, which does carry points within Progress 8. Our curriculum can be enriched by regular input from external volunteers and speakers. Good examples of this include talks from the Police, Drugs and Alcohol Counselling, Sexual Health Counselling, Social Services, local charities such as homeless support, and financial advisory services. Young people take part in visits, trips, outdoor activities, and work experience as well as reintegration programs in school, college, or further education provision. Students at TLG have access to a variety of extra-curricular activities beyond the school day and in the holidays. These provide additional opportunities for students to learn, achieve and develop skills and grow in confidence and self-awareness. These include workshops in sport, ICT, media, arts, and music. TLG also runs social and cultural trips and visits including weekend residentials within the UK and international trips which have in the past included Uganda and Ghana. View full school

Manchester International School was established in the year 2017. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 1931057 and has a General affiliation which is valid up to 31/3/2022. It lies in the Coimbatore district of Tamilnadu and is currently being managed by the Aadithya Educational Trust, Tamilnadu. It is presently under the principal -administration of Mrs Jayanthi Syria Pushpam G. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent View full school

Manchester International School was founded in the year 2017. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 1930864 and has a General affiliation which is valid up to 31/3/2021. It lies in the Coimbatore district of Tamilnadu and is currently being managed by the Aadithya Educational Trust, Tamilnadu. It is presently under the principal -administration of MR. N.SHENBAGARAJA. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent View full school

At St Bernard’s we strongly believe in providing the children with exciting, creative, and meaningful learning experiences, which build their enthusiasm for learning and challenge them to achieve. Striving for excellence in teaching and an enjoyment of learning is at the heart of everything that we do. We nurture and develop resilient, resourceful, confident learners who gain a sense of who they are, and how they can thrive in the wider world. With Christ as our light we constantly strive to be the “best that we can be”, embracing and celebrating the uniqueness of each individual. St Bernard’s is a joyful, aspirational community rooted in faith. At St Bernard’s we strongly believe in providing the children with exciting, creative, and meaningful learning experiences, which build their enthusiasm for learning and challenge them to achieve. We want to enable children to become resilient, resourceful, confident learners and gain a sense of who they are, and how they can thrive in the wider world. With Christ as our light we constantly strive to be the “best that we can be”. The school has a Nursery and Reception intake in September each year. We use your child’s age on 1st September to work out their curriculum year group. Nursery is for Children aged 3 on this date. Reception is for Children aged 4 on this date. There will be further forms/online registration to complete, to ensure the school has all of the necessary information about your child. We will also ask about personal circumstances as the school relies on top-up funding from the government to maintain free places. At St. Bernard’s R.C Primary School we aim to create and maintain a safe learning environment where all children and adults feel safe, secure, and valued and to know they will be listened to and taken seriously. We have developed a safeguarding policy that ensures that all adults in St. Bernard’s R.C Primary School are working together to safeguard and promote the welfare of children. This is integral to all activities and functions at the school. Our approach to working with parents and carers is one of transparency and honesty and our responsibility is to safeguard and promote the welfare of all children in our care. We aim to do this in partnership with our parents/carers. In most cases, parents and carers will be informed when concerns are raised about the safety and welfare of their child. Our rich curriculum embraces our Catholicity at its heart and complies with the Religious Education Directory requirements. Children currently follow the ‘Come and see” scheme alongside the ‘Caritas in Action’ program which looks at the social teachings of the church. Each term begins with a focused day to introduce the key messages to be explored. Our job in school is to ensure all the children within our care achieve their very best and to do this we offer a broad and balanced curriculum, delivered through high-quality teaching and learning. We deliver high-quality teaching to all of our pupils but for some, or all, of your child’s time here they may require additional help and support. This booklet will guide you through the types of support we can offer your child and who within the school will help you in this process. Nursery and Reception follow the EYFS Programme of Study. The work the children undertake is based very much upon self-initiated learning which encourages independence and discovery. Early years learning concentrates on 7 areas split between prime and specific areas of learning. With Jesus as our guiding light and central to all we do, we offer a rich, exciting and creative education that allows each child to grow information. Respect, communication, and confidence are at the heart of our curriculum. The Governing Body has 12 members varying from support staff, parents, and members of the local community. We work as a team with the Head Teacher for the benefit of all the pupils and staff. We are all volunteers and have a diverse background, from education to business owners' accountancy and police. We’re here to give the school a strategic direction and to act as ‘a critical friend’ – helping to guide the school to improving the standard of education for all our children. We don’t get involved in the day-to-day operation of the school, but set the criteria by which the school is managed. We ensure that local and national government legislation and targets adhere to that we spend our school budget wisely, that the safety of everyone is paramount, and that the curriculum is delivered for the benefit of all the children. Governors both support and challenge the Headteacher and senior staff to ensure that the school performs as well as it should and that all pupils have the very best opportunity to learn & grow. Working very closely with the Head Teacher, the Governing Body is ultimately responsible for the curriculum delivery, the school’s finances, personnel matters and also maintaining the school premises. The Head Teacher, with her staff, is responsible for the planning, teaching, and monitoring of the National Curriculum and the day-to-day running of the school. The Governors, Head Teacher, and staff work in partnership to promote the aims of the school. View full school

Our Lady's is a Roman Catholic Primary School in Whalley Range. We are a one-form entry school and have a 30 place Nursery. The school is one of three in the Parish of Our Lady and St Alphonsus. We are proud to be a Catholic School where Jesus Christ is at the heart of everything we do. The children, their families, staff, and our parish work together to create a wonderful, faith-filled community. We are a friendly and inclusive school with a strong commitment to ensuring that every child achieves high standards in all they do in school through providing a rich and stimulating curriculum. Our Lady's is a Catholic School in the trusteeship of the Diocese of Salford. It is maintained by Manchester Local Authority and is a voluntary aided school. The Governing Body is the Admissions Authority and is responsible for taking all decisions on applications for admissions. The coordination of admissions arrangements is undertaken by the Local Authority. For the school year commencing September 2018, the Governing Body has determined that the number of children to be admitted to the Reception class will be 30. The school’s role is to participate in the mission of the Catholic Church by providing a curriculum, including Catholic religious education and worship, which will help children to grow in their understanding of the Good News and the practice of their faith. The school will help the children develop fully as human beings and prepare them to undertake their responsibilities as Catholics in society. The school requires all parents applying for a place here to understand and respect this ethos and its importance to the school community. This does not affect the rights of parents who are not of the Catholic faith to apply for a place here. Admissions to the school will be determined by the Governing Body. Parents must complete a Local Authority Preference Form. If you wish to have your application considered against the school's religious criteria then you must ALSO complete the Supplementary Form which is available from the school. Our children are motivated, confident, and eager to take on new challenges. We have a dedicated and enthusiastic team of Teachers, Teaching Assistants, Support Staff, and Governors who work together to create a school where everyone’s contribution is valued and children feel a sense of achievement and success. A child has special educational needs (SEN) if he/she has learning difficulties or disabilities that make it harder for him/her to learn than most other children of about the same age. Some children may have a temporary difficulty with, for example, early skills, reading, number work, or behavior which can, with the help of parents/carers and early education settings/schools be overcome. Quite a lot of children have difficulties at some time during their education and it is perfectly normal for these difficulties to be sorted out in the school. At Our Lady’s RC Primary School, R.E. is a core curriculum subject. Our policy aims to demonstrate knowledge of the Christian faith, especially the teachings and traditions of the Roman Catholic Church, and the school’s mission to witness that teaching in our local and wider community. This policy has been prepared in consultation with all members of the teaching staff, approved and ratified by the governing body. R.E. provides a meaningful meeting point for religious and educational considerations. Regarding the former, it strives to acquaint the pupils with our shared Christian values, beliefs, and traditions. Concerning the latter, it encourages pupils to build a sense of integrity and appreciate their abilities. It provides all pupils with the possibility of growing in knowledge and understanding of religion and appreciation of the impact faith has on the lives of many people. Our aim is that pupils will develop an appreciation for the Christian message and mission, and thereby develop a sense of love of God, neighbor, and self. These, it is hoped, will engender in our pupils the urge for selfless service to the wider community and an awareness of justice for all. All children have access to an appropriate curriculum, differentiated to meet their needs. This enables them to learn to develop the necessary skills to build self-esteem, respect others, defend those in need, resolve conflict without resorting to violence, question, and challenge and make informed choices in later life. Access to cross-curricular activities will provide opportunities to develop self-esteem and self-motivation and to help pupils respect the rights of others, particularly those groups who may be considered a minority. Children and young people are encouraged to express and discuss their ideas, thoughts, and feelings through a variety of activities and have access to a range of cultural opportunities which promote the fundamental British values of tolerance, respect, and empathy for others. View full school

We provide alternative education for students who are not attending mainstream education for a variety of reasons, including those who are at risk of permanent exclusion from their home school, and who have behavioral, emotional, and/or social difficulties, some with SEN and learning difficulties. We offer support and guidance for non-attenders and vulnerable students who are the subject of multi-agency concern, and our team of experienced and dedicated teachers and teaching assistants help provide an open and focussed pastoral environment for young people. With an emphasis on Personal, Social, and Health Education and one-on-one personal development, we pride ourselves on a concern for the whole person and accommodating different learning styles. Our students are encouraged to take an active role in their school life, from the setting of behavior targets to careers and work experience. We offer a broad and balanced curriculum that includes a varied program of enrichment activities and trips, shifting the focus from classroom-based learning. As we develop each academic year, we are including more vocational and skills-based courses for those students of a more practical inclination, who wish to progress to training and apprenticeships. Manchester Young Lives works to promote the social and educational inclusion of children and young people. We believe everyone can improve their life chances through learning and make a successful transition to adult life given the right opportunities, support, and guidance. MYL offers a comprehensive and exciting program of after-school and holiday playschemes throughout the year. We offer local children, up to age 13, the opportunities to enjoy open-access play, develop learning, and connect with their communities, all within the safe and supportive environment of our adventure playgrounds. Across our sites, we provide climbing walls, zip-wires, swings, and obstacle courses that encourage active and fulfilling adventure play. Alongside these, our modern sports facilities and pitches allow for development in sport, and our indoor facilities provide leisure activities and arts & crafts, for when the weather takes a turn for the worse. We encourage young people to take an active role in the playgrounds, from devising games to being part of our Junior PlayworkerScheme this allows around 250 young people to volunteer at centers gaining valuable skills and experience that supports their personal development. Such support from an early age lies at the heart of what MYL does, and its importance is confirmed by independent research. This concludes that play supports development, encourages learning, as well as providing confidence and skills that are essential for enabling young people in disadvantaged areas to reach their full potential. At Manchester Young Lives Independent School, we value the relationship between school and parents/carers. Home and school life are closely linked for our young people, and any issues within one can deeply influence the other. That is why we encourage your input and feedback for all aspects of school life. We hold regular review meetings to update you on your child’s progress, include you in the pre-admit process during a referral, and constantly look for your comments, suggestions, and feedback. Any issues or concerns you have, either for the personal or academic progress of any young person, will be noted and dealt with as effectively as possible. Our work was originally centered on the development and management of adventure playgrounds in Ardwick, Moss Side, Hulme, and Wythenshawe. In recent years we have successfully developed several youth works and educational/training programs, particularly targeted at children and young people at risk of social exclusion. The culmination of these efforts was the establishment of Manchester Young Lives Independent School in 2010. We believe the integration of play, confidence building, and education within an informal and supportive environment provides a genuine opportunity for early intervention with children and young people who are at risk of falling outside mainstream services and becoming involved in anti-social and risky behaviors. MYL’s School finds its origins in a 1997 National Lottery-funded youth work project at A6 Education Centre (formerly known as Longsight Adventure Playground). Although initially aimed at unemployed young people, the scheme drew the most interest from school non-attenders up to age 16. This, along with concerns from Ofsted around the levels of non-attendance in the city, led to the creation of a local partnership known as School Otherwise, which launched in 1999. School Otherwise was developed to provide informal education, aimed at promoting re-entry to school by young people. Working closely with local schools such as Cedar Mount and Ellen Wilkinson High, the project saw 50% of its participants return to part or full-time school between 1999 and 2000. Following the success of this project, MYL continued to develop its provision of education with targeted and focused outreach work, and also for larger groups within its centers. Under the coordination of the late Anne Simmons, our inspirational school leader who had been a key part of School Otherwise, tutors continued delivering sessions at Ardwick and Moss Side, moving towards entering students for various qualifications and accreditations. The approach proved highly successful and, in 2010, the next logical step was to register Manchester Young Lives as an independent school. Initially sourcing referrals from local schools, many accommodated by an intensive support facility at our Wythenshawe site, MYL soon established a strong relationship with the Pupil Referral Unit. We now receive our referrals exclusively from the PRU and will continue to work closely with them to tackle exclusion and improve the opportunities of some of Manchester’s more vulnerable young people. View full school

We teach an alternative curriculum to young people who struggle in the mainstream arena. We aim to provide high-quality education and pastoral care to pupils who struggle within the mainstream education system. We work with pupils on a one-to-one basis or in small groups. We work with families, schools, and other agencies to promote effective inclusion of all students, to ensure they achieve their full potential, and, where possible, return to mainstream schools. The Local Authority and any Private Sector Establishments are the admissions authority for MVLA. The final decision on referrals and placements rests with the Proprietor and headteacher of MVLA. Pupils may be admitted to MVLA at any point during the school year. Pupils may be dually registered, which means that the mainstream/short stay school/other establishment and MVLA will work together in providing appropriate individual educational programs. All of our teaching staff are qualified teachers. Our teachers are experienced in dealing with students who struggle with their behavior and we offer specialized support for students with special educational needs or who speak English as an additional language. We have a Health and Safety advisor who is responsible for overseeing our risk assessments and ensuring correct measures are put in place to monitor and minimize risks. All staff possesses an enhanced DBS disclosure. MVLA recognizes that each child is an individual. We provide a nurturing, safe and stimulating environment for our learners, to achieve their full potential – educationally, socially, and emotionally. Admission will only take place after consultation between the Headteacher, referrer, parent/carer, and student. Our students study GCSEs in Maths, English Language, English Literature, Biology, RE and Citizenship, we also offer a range of vocational subjects and PE. Lessons are taught to small groups so that teachers can cater to an individual’s specific personal and academic needs. All children will be taught in groups based on their ability, allowing them to receive the support that they require. As well as one-to-one and small group support, extra support will also be offered to EAL pupils by qualified teachers. Each child’s progress both from a pastoral and academic view will be carefully monitored with regular feedback to carers, schools, and other relevant agencies. We pride ourselves in our positive relationships with partner schools, with many of our students successful returning to mainstream provision. Students are supported and guided with applying for Colleges/Sixth Forms by their Employability Career Advisors. Over the year, the students will be making some big decisions about their future. We are using ‘Connexions’ for careers advice within our school. During the year the students will take part in a one to one career guidance interviews in school with their Career Advisor. Pupils are often able to attend careers fairs at referring schools where students can talk to local colleges, training, and apprenticeship providers so they can carefully consider their future options. The program includes school visits, career talks with colleges, apprenticeship and training providers, employers and professionals, exhibitions, workshops, and inspirational speakers. Our career advisor works closely with KS3 pupils to set targets and goals for the future. Pupils receive guidance throughout the year. Young people are now expected to stay in education or training up until the age of 18. Teachers will plan lessons so that pupils with SEN and/or disabilities can study every National Curriculum subject, wherever possible, and ensure that there are no barriers to every pupil achieving. Teachers will also take account of the needs of pupils whose first language is not English. Lessons will be planned so that teaching opportunities help pupils to develop their English, and to support pupils to take part in all subjects. We all have a statutory duty to “safeguard and promote the welfare of children”. To maintain a professional attitude of “it could happen here” where safeguarding is concerned. All staff is encouraged to report any concerns that they have and not see these as insignificant. On occasions, a referral is justified by a single incident such as an injury or disclosure of abuse. More often, however, concerns accumulate over some time and are evidenced by building up a picture of harm over time this is particularly true in cases of emotional abuse and neglect. In these circumstances, it is crucial that staff record and pass on concerns by this policy to allow the Designated Safeguarding Lead to build up a picture and access support for the child at the earliest opportunity. At MVLA we offer an excellent pastoral service and make daily contact with schools, parents/carers, and other agencies. We hold regular review meetings and ensure the pupils meet all targets set by MVLA and the school. Schools are contacted regularly via email/phone to inform them about attendance and behavior. We welcome visits from any schools or agencies at any time by prior arrangement. View full school

Manchester Settlement is a registered charity established in 1895 by the University of Manchester. We aim to help, support and empower people in our local communities to achieve, be active citizens, and improve their lives. We focus our efforts on working with young people, enabling them to contribute positively to their wider communities. The trustees of Manchester Settlement follow best practice guidelines provided by the Charity Commission in ensuring their governance of the charity is appropriate. A Manchester Settlement we have several policies to ensure our provisions and service is delivered to the benefit of the user. With these policies both Manchester Settlement staff and visitors can ensure the very best outcome. Manchester Settlement runs Education programs for young people aged 14-16 who are not reaching their full potential in mainstream school. Since 2002 we have delivered a successful education provision aimed at re-integrating young people back into mainstream school or further education. We work in partnership with Greater Manchester high schools. The under 16s education program is inspected by OFSTED. Manchester Settlement is a provider of Young people’s Supported Housing over 3 projects. First Key Homes and Young Peoples Housing Project, offer accommodation and intensive support of on average 3 hours a week to LAC, Care Leavers, and single homeless persons with support needs. Our new service Next Step housing provides a step-down service bridging the gap for care leavers from supported housing and living independently. Young people aged 16-24 can be referred to Manchester Settlement via various agencies working with the young person. Manchester Settlement offers an individually tailored package of support which includes help with budgeting, form filling, claiming benefits, introduction to facilities and services, how to be a good neighbor and live independently and successfully in the community. In this time, our dedicated and experienced support staff, intensively support young people around budgeting, paying bills, accessing education, employment, and training. Our main aim is to get our young people moved on living in the community independently. We do this by working around 5 areas of the young people’s lives supporting them to be healthy, be safe, make a positive contribution, enjoy life achieving their goals, and maintain economic wellbeing. Firstly we have 5 terraced houses where 3 young people have their bedrooms and share a bathroom kitchen and living space. These were derelict homes in the Openshaw area that Manchester Settlement renovated to a high standard supported by the Homes and Community Agency. These homes are used as part of the First key Homes project. Secondly, we have 8 individual flats in the Openshaw area managed in partnership with Mosscare St Vincent Homes. This includes your bedroom, bathroom, kitchen, and living space. These 8 flats are the accommodation for both our Housing Related Support and Next Steps projects. The settlement movement was a reformist social movement established around Universities in the 1880s, to get the rich and the poor of society to live closer together in an interdependent community. The Manchester Settlement was established by the University of Manchester in 1895 as the first UK University Settlement outside of London. Manchester Settlement continued in this vein and across several sites, most significantly operating from the Roundhouse building, as sketched by LS Lowry in 1930. The activities of the Manchester University Settlement ebbed and flowed throughout the 20th century, however, they all focussed upon supporting poorer residents through education and activities to promote what we would now determine to be social mobility. Modern times saw the trustees of the University Settlement break the formal link with the university to become Manchester Settlement in response to changing priorities at the university. Manchester Settlement was established with a board of trustees from a range of key organizations, including the university. The charitable objectives were updated and a strategic direction was agreed. In 2009 the trustees were delighted to open the doors to The New Roundhouse in Openshaw an area of East Manchester subject to many years of economic and social regression. The New Roundhouse was a £2.2m bespoke build based upon the needs of a partnership of organizations. Manchester Settlement as the anchor organization, The Manchester College, and a housing association – Mosscare. Manchester Settlement continues to develop as a charity committed to impacting upon poverty and the effects of poverty through education and community development. In 2015 a new Chief Executive Adrian Ball was appointed to develop and implement a strategy for the next decade in the Settlement’s history. View full school

Manchester Creative Studio is an employer-led ‘studio school’. We provide young people aged 14-19 with the skills and knowledge they need for a career in the creative and digital industries. The term studio school comes from the renaissance studio schools, where renaissance masters would bring students into their studios to pass on their skills and expertise to the next generation. Studio Schools are a new type of state school for 14-19-year-olds which have been developed to address the increasing gap between what young people require to succeed in life and the skills and knowledge that the current education system provides. Studio Schools pioneer an innovative new approach to learning with a focus on teaching through enterprise projects, personalization, and real work. They take a very old idea – that many of us learn best when doing real work in teams – and apply it to new 21st Century schools. We understand that choosing a new school to continue your creative career can be daunting and we want to make sure this is the right choice for you. The studio school model has been developed in partnership with local and national employers who need future employees to fill the current skills gap. We will help you to develop the necessary skill set to start work in the creative industries at the end of your time with us. However, extensive research shows that equipping young people with employability skills alone is not enough. In a competitive and uncertain world, young people also need to think creatively, build resilience and be able to respond effectively to rapidly changing circumstances. The evidence suggests that embedding creativity and an ability to respond successfully to change is vital if the UK is to compete in an increasingly globalized service economy. These are sometimes loaned to students at critical times during their course. Our digital devices include a Microsoft Surface machine, Macbook, Canon DSLR camera, Tripods, Video recording equipment, and much more. The loan of these items depends upon your course of study. Even the sketchbooks and ordinary everyday textbooks students use have been specifically designed for use in the school. For students who study at Manchester Creative Studio in Key Stage 4, qualifications gained include all of the core GCSE qualifications you would find at a traditional school, in addition to specialist GCSEs and industry-recognized qualifications in the creative and digital industry. Our popular Level 3 courses, Media - Games Design, Graphic Design, and Media - Film & TV. Personal coaches support the learners using the CREATE framework and ensure each student receives appropriate support. We believe that as well as gaining qualifications, young people need to be encouraged to think creatively, build resilience and be able to respond effectively to rapidly changing circumstances. All students have an individual learning plan supported by dedicated learning coaches and a specialist personal coach. The learning coaches monitor, track and support subject-specific learning and achievement, they agree on the appropriate program and level for each student. The CREATE skills framework has been designed specifically for Studio Schools to ensure students develop a wide range of employability and life skills whilst in education. Through CREATE, students follow a personalized curriculum that meets their individual needs and aspirations, developing transferable skills ready for employment. Our coaches support students throughout their time at MCStudio and ensure that CREATE underpins every element of their journey with us. Coaches play a central role in students’ personal and academic development, setting targets and encouraging and tracking progress. The governors play a very important role in ensuring MCS is following the vision and ethos set out when we opened in 2014. Their expertise and knowledge are invaluable in molding the creative professionals of the future. The Full Governing Body meets at least every term. The three core strategic governance functions set out in the DfE School Governance Handbook are: ensuring clarity of vision, medicine ethos, and strategic direction holding the principal to account for the performance of the school and its pupils, and the performance management of its staff and overseeing the financial performance of the school and making sure its money is well spent. Governors take on specific responsibilities and work with the senior leadership team to monitor and raise standards. The Governing Body has the full range of skills and experience to fulfill its responsibilities. This includes people who are appointed for their particular expertise, parents, and staff. All governors give their time voluntarily and work very closely with the Principal and the staff at the school. View full school

We aim to create a caring and warm atmosphere within which pupils can develop their full potential. Through the teaching and practice of Islam, in the light of the Quran and Sunnah, we aim to develop a love for Allah (SWT) and confidence in their identity as young British Muslims. By providing stimulating and differentiated work, setting tasks and goals that are achievable to all, we aim to acknowledge and actively encourage all abilities within the school. Our target is to continuously assess and positively reward the effort and progress made by our pupils. We have high expectations of our pupils not only in academic excellence but also in standards of behavior, appearance, and character, both inside and outside the school. We aim to equip our pupils with skills to face the challenges of today’s changing world by encouraging communication, personal growth, and confidence at all levels. In 1993, a group of Muslims set about establishing a playgroup that would cater to the needs of young British Muslim children. Following on from the success of the playgroup and the growing demand for a high-quality Primary Education within an Islamic context, the Manchester Islamic Educational Trust was formed in 1994 and set about establishing the first Muslim Primary School in Manchester. Alhamdulillah, 23 years later, with the support of the parents and wider community the school is flourishing. MMPS is a fully Independent Primary School that caters to children aged 3 to 11 years old. The school is DfE registered, follows the National Curriculum and alongside this, it offers lessons in Quran, Arabic, French, and Urdu. We are supported by highly skilled staff with a wealth of teaching experience and a passion for education, along with dedicated and supportive parents. Together we have established a cohesive team and a determination to prepare our children for life as citizens of our society. Our high standards and academic success were recognized by OFSTED during our last full inspection. Further the results from MMPS KS2 test results speak for themselves and continue to be well above the national standard. At MMPS, we encourage all potential parents to visit the school as this will assist with the decision-making process. Should a place become available, parents will be contacted and pupils will be invited to spend part of the day in school and undertake an assessment. Pupils are assessed in areas of literacy and numeracy, including reading comprehension, spelling, and story writing. Pupils will also have the opportunity to sample school life and meet potential classmates. If your child is successful, a formal offer of a place will be made by the Head Teacher. Should a place become available, parents will be contacted and pupils will be invited to spend part of the day in school and undertake an assessment. Pupils are assessed in areas of literacy and numeracy, including reading comprehension, spelling, and story writing. Pupils will also have the opportunity to sample school life and meet potential classmates. If your child is successful, a formal offer of a place will be made by the Head Teacher. Our curriculum is designed to nurture pupils of all abilities to develop a life-long love of learning and realize and achieve their real potential. Following the national curriculum, teaching staff carefully tailor learning to meet the needs of individual pupils. The Foundation Stage applies to children from three years of age to the end of the Reception year. Compulsory schooling begins at the start of the term after a child’s fifth birthday. The Foundation Stage is important in its own right, in preparing children for Year I and later schooling. The Early Learning Goals set out what is expected of most children by the end of the Foundation Stage. The Foundation Stage applies to children from three years of age to the end of the Reception year. Compulsory schooling begins at the start of the term after a child’s fifth birthday. The Foundation Stage is important in its own right, in preparing children for Year I and later schooling. The Early Learning Goals set out what is expected of most children by the end of the Foundation Stage. At MMPS we are committed to the holistic development of our pupils and value the importance of providing our pupils with a whole array of experiences. Our extra-curricular activity program provides pupils with the opportunities to try their hand at a variety of different activities and take learning beyond the curriculum. There is an after-school Quran club that runs four days per week. The club is run by the school and the Quran lessons are taught by qualified Quran teachers. The club is open to all children from Reception onwards. View full school

An outstanding school situated in the heart of Manchester. Since 1991 the Manchester Islamic Educational Trust has been serving the needs of the Muslim community to provide outstanding Islamic education and academic education in a caring and nurturing environment. We at MIHSG believe that our daughters are the passport to our future, and we all have a responsibility to develop young British Muslims who are proud of their identity and go on to serve their local communities. We at Manchester Islamic High School for Girls demand academic excellence. We believe in the importance of education being delivered to our daughters in a warm, safe, and Islamic environment. We strive because we believe our daughters deserve to receive the best education, giving them the skills to flourish beyond the classroom and develop into strong Muslimahs that will benefit the Ummah and wider society. Manchester Islamic High School for Girls is an all-girls Islamic Independent school set in Chorlton, Greater Manchester. The school delivers Islamic Education and the National Curriculum within a caring and nurturing environment, following an Islamic ethos and the Sunnah of the Prophet Muhammad (PBUH). Manchester Islamic High School for Girls is a high achieving independent all-girls Islamic secondary school catering for the 11-16 age range in central Manchester. The school has been running for over 20 years, under the Manchester Islamic Education Trust in coordination with Manchester Muslim Preparatory School and Kassim Darwish Grammar School for Boys. We believe that we at MIHSG provide the girls with the best balance of Islamic and academic education to allow them to be successful in the akhirah as well as the Dunya. Pupils at MIHSG develop into strong, independent Muslim women who are confident in living in Britain with their Muslim identity. When completing the Common Application Form (CAF), received from your Local Education Authority it is not necessary to list MIHSG as one of your choices, as we an independent school. As the school cannot guarantee a place, it is very important that you also apply to other schools in your area. The school receives a huge volume of application forms, for 50 places that are available in Year 7. Parents should be aware that places are not guaranteed and are based on your daughter's entrance exam results and an interview with the Headteacher. Students are not allocated places under the distance criteria. In this way, a chance of being educated at MIHSG is still offered to pupils who may live further afield and in neighboring local authority areas. Siblings at any of the three schools run by Manchester Islamic Educational Trust are given priority .i.e. Manchester Muslim Preparatory School and Kassim Darwish Grammar School for Boys. Siblings are considered to be full brothers or sisters who will be living permanently with them at the same address. Reserve List The school will hold a waiting list for applicants who have been successful in the assessment process but have not been offered a place. If a place becomes available, places will be allocated from this reserve list that has been vacated and strictly in order of the admissions criteria. Parents wishing to admit their daughters at MIHSG in others year groups (8 10) should follow the standard application process and complete a registration form. Year 10 admissions only take place in the Autumn term, in exceptional circumstances we would offer places during the year. MIHSG does not admit pupils in Year 11. Alhamdulillah, through the grace of Allah along with the support of the parents and the local community, Manchester Islamic High School for Girls has been able to make great strides over the past 20 years. We at MIHSG believe that a strong relationship between the school and the parents is the key to success. We understand and appreciate that we both want the best for our daughters, therefore by giving parents a platform and a voice we can work together. Parents are welcome to visit the school and speak to their daughter's teachers. Every year group will have at least one parents evening a year, in Year 10 there is an additional Consultation Evening to discuss the GCSE options your daughter is taking and parents of daughters in Year 9 have the opportunity to also attend an Options Evening. Our school takes numerous opportunities to actively promote British Values through collective worship and whole school systems and structures such as electing and running our School Council. We also actively promote British values by ensuring that our curriculum planning and delivery includes real opportunities for exploring these values. The school does, though a wide range of activities, secure such standards and uses strategies within the National Curriculum and beyond to secure such outcomes for pupils. View full school

Manchester High School for Girls offers students a vibrant atmosphere and a strong sense of community. In such a supportive environment, each girl feels happy, cared for, and valued as an individual. We know how to foster these qualities and how to educate girls we have been doing both since 1874. We teach our girls to aim high, to take risks, and to see that learning is a reward in itself, not just a means to pass examinations. We build confidence and character, qualities girls need just as much now as they did at our foundation. From the Pankhurst sisters who fought to give women the vote, to Edith Hesling - the first female barrister called to the bar at Gray’s Inn - we have a long and proud history of educating women who have changed the world. This pioneering spirit still prevails today. Manchester High has a vibrant, stimulating environment where our girls are inspired to aim high and attain some of the best public examination results in the country. Our school is happy and harmonious and committed to providing a balanced education that nurtures and supports each girl’s individual needs and abilities. Artistic and sporting talents are fostered, and each girl has the opportunity to find something she enjoys participating in, whatever her level of ability. The School provides the foundation for bright futures, helping girls to develop the skills, qualities, and values that will enable them to flourish. Our girls leave Manchester High as well-educated, confident young women, equipped to enter the next stage of their lives, pursue diverse and fulfilling careers and make a positive contribution to society. Manchester High School for Girls operates an equality policy and all girls are considered on merit. The information on this website is a summary of our admissions policy for entrants. Full policies for the Prep, Senior School, and Sixth Form are available on request from the Registrar. A systematic phonic-based approach to reading and writing is introduced within the first week at school. For entry into the Reception class at age four-plus, girls are invited into school for an assessment, during which they work on a one-to-one basis with a teacher, as well as socializing in small groups with girls of a similar age. In this informal and friendly atmosphere, they take part in a series of activities and tasks, which establish whether they would settle happily into our school environment. Applicants for admission at age five plus are invited to visit the School and join their peers during lessons, as well as spending time individually with the teacher. The girls are expected to read to the teacher and their ability in English and Mathematics is assessed. A school report is requested from the Head Teacher of the applicant’s present school. Girls applying into Key Stage 2 are required to sit an entrance test. Applicants are tested in Mathematics and English and there is problem solving and cognitive ability tests. Papers set in previous examinations are not published, as the form may vary from year to year. Guidelines indicating the kind of work applicants are expected to be familiar with are sent to parents on receipt of a completed registration form. A school report is requested from the Head Teacher of the applicant’s present school. Manchester High School for Girls is an academically selective school and, as such, sets its entrance examination. Applicants for entry into Year 7 are examined in Mathematics, Essay Writing, Comprehension, Verbal Reasoning, and Non-Verbal Reasoning. Our Sixth Form students experience an A-level program that best suits their interests and aspirations. Manchester High School for Girls has a very successful Sixth Form. Each year, we welcome new students who choose to join the school for its high academic standards, excellent results, and enriching extra-curricular program. Our students consistently achieve amongst the top results in public examinations nationally. Students are challenged to reach their full potential and encouraged to take responsibility for their own academic and personal development. Sixth Formers enjoy learning in their study center they benefit from expert teaching in small groups and have the space and support they need to develop as learners and as individuals. Our girls benefit from the most advanced learning resources and enjoy using the latest technology to support their studies. We are committed to providing a holistic education that nurtures and supports each girl’s individual needs and abilities. Girls are ambitious and motivated to achieve at the very highest level and consistently attain some of the best public examination results in the country. View full school

Manchester Health Academy is the first choice secondary school for a growing number of local students. It is a wonderful environment in which your child will learn and thrive: a community of students, staff, parents, and governors with these common goals – Excellence, Aspiration, Leadership, and Success for All. The Academy is committed to creating a learning environment that values students’ different skills and attributes and develops happy, healthy, and successful individuals regardless of their starting point. At Manchester Health Academy we aim to ensure that our students leave the Academy with high aspirations and are equipped with the knowledge, skills, and behaviors to achieve in a safe, stimulating, and supportive environment. As Principal I will fully support this vision. The staff and students of the Academy are an amazing group of people, and it is my pleasure to lead this great organization forward. At Manchester Health Academy we aim to ensure that our students leave the Academy with high aspirations and are equipped with the knowledge, skills, and behaviors to achieve in a safe, stimulating, and supportive environment. The Local Authority does not operate a feeder primary model for admissions and any Manchester child may apply to any of its schools. The Local Authority gives priority to Manchester children ahead of non-Manchester residents for places in Manchester schools. The application process is through the Local Authority Admissions Service. The Manchester Academies, together with Manchester Community and Voluntary Aided schools are fully committed to the delivery of the best possible education for ALL Manchester children and are fully supportive of the Local Authorities admissions policy. Our sponsors are the Manchester University NHS Foundation Trust (MFT), with co-sponsorship from Manchester City Council. Together, we deliver a unique learning experience at the forefront of Secondary and Sixth Form Education. The Academy endorses the principle of access to a broad, balanced, and relevant curriculum where British values are promoted and providing equal opportunities for all students. Here at Manchester Health Academy, we view leadership as extremely important. Our leaders are people who engender trust, confidence, and respect who can communicate a vision and inspire others, and most importantly, who can make others want to follow them and influence the course of their actions – people who “make things happen”. Our unique Health Specialism is central to Manchester Health Academy. We work closely with Manchester University NHS Foundation Trust, our lead sponsor, to provide opportunities, raise aspirations, inspire and promote good health and wellbeing for students across the Academy. The Academy curriculum seeks to meet the learning needs of students so that they may fulfill their potential whilst offering them preparation for adult life in modern Britain. The Academy endorses the principle of access to a broad, balanced, and relevant curriculum where British values are promoted and providing equal opportunities for all students. To this end, the curriculum presents relevant opportunities for students to develop personal values and a wide range of knowledge and skills. The participation of students, irrespective of ability and starting point within and beyond the classroom is highly valued. Importance is placed on the guidance and counseling of students as they progress through the curriculum and Academy life. As Health is our specialism, students have one lesson a week during which they learn about issues which are important to their health and well-being. This might be about keeping themselves safe, drugs and alcohol education, sex and relationship education, or first aid delivered by the ORCS team from Manchester University Hospitals NHS Foundation Trust. As part of these sessions, we have the support of several outside agencies who will come in and carry out workshops. Students are also involved in Healthy Schools projects such as Health Promotion campaigns. Students in all years and staff also get involved in our biannual Health Days, one of which features the Summer Health Walk. Our Sixth Form is a vibrant community that prides itself on an inclusive and positive approach to personal development. As well as BTEC courses to choose from, there is also a wide variety of enrichment and extra-curricular activities with which you can become involved. We have high expectations of our students and look for prospective students who have good attendance, punctuality and behavior records, and a positive work ethic. We have made the conscious decision to run only vocational courses and continue with the high standards we have set over the five years since we opened. Life is about much more than academic success. We pride ourselves on the opportunities that we offer all our students – developing skills required to lead to successful adult life. We maintain our Healthy Schools Award by working with key lead practitioners from Healthy Schools, Manchester. View full school

The MEA Curriculum – what we teach our students – has been completely redesigned in 2015-16 to meet the needs of the new, demanding GCSEs being introduced from 2016-17. Our processes of ‘Know It/Show It and Big Test’ are supporting our students to develop independent learning skills, knowledge, and performing under exam conditions. We have ambitious curriculum plans for all our students, from high ability E-Bacc students who will go to University to those students who will need more individual support to excel. Our vision is ‘A fantastic future for all our students. What does this future look like? Academic success is vital to this and our excellent results demonstrate our ambition for our students. Excellent examination grades are the foundation for a future where students can shape their own careened our success demonstrates how much the young people of Wythenshawe share this ambition. Manchester Enterprise Academy (MEA) is publicly funded so it is free for your child to attend, but as an Academy, we use o, ur freedoms to shape a curriculum and a school experience that is tailor tailor-made for our students’ development into well-rounded young people. We are supported by lead sponsor Manchester Airport and co-sponsors Wythenshawe Community Housing Group and Manchester City Council these organizations all help to shape the ethos of the academy and build a bridge between education and business which will bring careers and prosperity not just to your children, but the community as a whole. Our curriculum is an academic one, we offer and excel in all the subjects contained in the ‘English Baccalaureate’ suite of qualifications – English, Maths, Science, Humanities and Modern Foreign Languages as well as a host of other exciting qualifications. Our 6th Form provision is vocational – offering students a chance to specialize in a particular professional qualification and also study business skills. We set high expectations and all of our students have to buy into our ethos of hard work and personal growth so that they can thrive both at MEA and in their future lives. Our values are based on the British Cultural values of tolerance, openness, and inclusion. We recognize that our community has a different ethnic mix to the city we neighbor and it is vital that our students have an understanding of, and confidence in, the complexity and vibrancy of modern British Culture. We pride ourselves on our inclusive ethos and that students regardless of ability, ethnicity, social background, disability, faith, sexuality will succeed at MEA. Manchester Enterprise Academy presents a fantastic opportunity for your child to achieve academic success at one of the top 100 most improved schools in England. Our results and improvements demonstrate our commitment to transforming the opportunities available to our students. We hope you will join us and become part of our success story. We also believe that the curriculum extends beyond the academic into all other aspects of Academy life. As Ofsted reported, “The curriculum meets the needs of the students very well. There are many enrichment opportunities on offer and the students appreciate these. Many reflect the academy’s enterprise specialism and involve the academy’s sponsors and other local and national businesses.” We want every student to be challenged academically, to be inspired, and to use this motivation to achieve the fantastic future they aspire to. Future employment patterns will evolve rapidly and we prepare our students to thrive within this ever more complex future. The transition process begins early in Year 5, a chance for MEA’s values to come alive for the students, providing them with the opportunity to familiarise themselves with the Academy and take their first steps in building strong relationships with our fantastic teachers and support staff. Our transition process ensures that our Year 7 students start the Academy feeling cared for and ready to excel. From the minute they arrive for their first induction day the students are supported by a dedicated Year 7 team who work closely with parents and carers to make sure they feel involved and informed about their child’s education. We have a full-time, non-teaching Pastoral Manager working with Y7 only and a Pastoral Strategy Leader driving forward our Fantastic Future curriculum which is our development curriculum for students. To guarantee every child has a flying start we provide free uniform (blazer and tie) to all Year 7 students and we have a ‘settling in the evening’ for Year 7 students and their parents and carers in the first half term, so their first steps towards a fantastic future are in place. Our over-subscribed 6th Form has become the destination of choice for many students aged 16 to 18. Access to the world of work and study makes us unique amongst 6th Forms as we can deliver the MEA Guarantee. This states that on leaving, every student will have support and a realistic opportunity to advance positively into further training, education, or employment. This is realized through the close links we have with our sponsors and partners including Manchester Airport, Wythenshawe Community Housing Group, Manchester City Council, and Manchester United amongst others. This network of partners provides our students with unparalleled access to the world of work and further study. The networking opportunities we offer are strengthened further through our mentoring program. This links our students with a mentor from a local business who provides individual support to students when they are making choices about their future or preparing them for employment. This program has taken our students in many, exciting directions including full and part-time employment, extended work experience, interview preparation, support with university applications, and so on. Alongside our varied curriculum, we offer numerous opportunities for students to develop and achieve their personal goals. Working as student leaders, Sixth Former’s work with younger pupils both at MEA and in primary schools developing leadership skills. Charity fundraising, participation in community events, and an extensive program of visits linked to studies and future destinations all contribute to the wider education of students. Finally, our courses are tailor-made to suit our students and their learning needs best. It’s never been a better time to join the MEA 6th form. View full school

Manchester Creative Studio is an employer-led ‘studio school’. We provide young people aged 14-19 with the skills and knowledge they need for a career in the creative and digital industries. The term studio school comes from the renaissance studio schools, where renaissance masters would bring students into their studios to pass on their skills and expertise to the next generation. Studio Schools are a new type of state school for 14-19-year-olds which have been developed to address the increasing gap between what young people require to succeed in life and the skills and knowledge that the current education system provides. Studio Schools pioneer an innovative new approach to learning with a focus on teaching through enterprise projects, personalization, and real work. They take a very old idea – that many of us learn best when doing real work in teams – and apply it to new 21st Century schools. We understand that choosing a new school to continue your creative career can be daunting and we want to make sure this is the right choice for you. The studio school model has been developed in partnership with local and national employers who need future employees to fill the current skills gap. We will help you to develop the necessary skill set to start work in the creative industries at the end of your time with us. Evidence consistently shows that employers are concerned about key skills gaps in the British economy. Every new survey of unfilled vacancies confirms that employers are looking for – and not finding – key employability skills amongst school leavers. The Leitch Review backed this up. Commissioned in 2004 to identify Britain’s long-term skills needs it identified employability skills such as critical thinking, communication skills, and teamwork as amongst the country’s biggest gaps. However, extensive research shows that equipping young people with employability skills alone is not enough. In a competitive and uncertain world, young people also need to think creatively, build resilience and be able to respond effectively to rapidly changing circumstances. The evidence suggests that embedding creativity and an ability to respond successfully to change is vital if the UK is to compete in an increasingly globalized service economy. These are sometimes loaned to students at critical times during their course. Our digital devices include a Microsoft Surface machine, Macbook, Canon DSLR camera, Tripods, Video recording equipment, and much more. The loan of these items depends upon your course of study. Even the sketchbooks and ordinary everyday textbooks students use have been specifically designed for use in the school. For students who study at Manchester Creative Studio in Key Stage 4, qualifications gained include all of the core GCSE qualifications you would find at a traditional school, in addition to specialist GCSEs and industry-recognized qualifications in the creative and digital industry. Our popular Level 3 courses, Media - Games Design, Graphic Design, and Media - Film & TV. Personal coaches support the learners using the CREATE framework and ensure each student receives appropriate support. We believe that as well as gaining qualifications, young people need to be encouraged to think creatively, build resilience and be able to respond effectively to rapidly changing circumstances. All students have an individual learning plan supported by dedicated learning coaches and a specialist personal coach. The learning coaches monitor, track and support subject-specific learning and achievement, they agree on the appropriate program and level for each student. The CREATE skills framework has been designed specifically for Studio Schools to ensure students develop a wide range of employability and life skills whilst in education. Through CREATE, students follow a personalized curriculum that meets their individual needs and aspirations, developing transferable skills ready for employment. Our coaches support students throughout their time at MCStudio and ensure that CREATE underpins every element of their journey with us. Coaches play a central role in students’ personal and academic development, setting targets and encouraging and tracking progress. The governors play a very important role in ensuring MCS is following the vision and ethos set out when we opened in 2014. Their expertise and knowledge are invaluable in molding the creative professionals of the future. The Full Governing Body meets at least every term. The three core strategic governance functions set out in the DfE School Governance Handbook are: ensuring clarity of vision, medicine ethos, and strategic direction holding the principal to account for the performance of the school and its pupils, and the performance management of its staff and overseeing the financial performance of the school and making sure its money is well spent. Governors take on specific responsibilities and work with the senior leadership team to monitor and raise standards. The Governing Body has the full range of skills and experience to fulfill its responsibilities. This includes people who are appointed for their particular expertise, parents, and staff. All governors give their time voluntarily and work very closely with the Principal and the staff at the school. View full school

Manchester Creative Studio is an employer-led ‘studio school’. We provide young people aged 14-19 with the skills and knowledge they need for a career in the creative and digital industries. The term studio school comes from the renaissance studio schools, where renaissance masters would bring students into their studios to pass on their skills and expertise to the next generation. Studio Schools are a new type of state school for 14-19-year-olds which have been developed to address the increasing gap between what young people require to succeed in life and the skills and knowledge that the current education system provides. Studio Schools pioneer an innovative new approach to learning with a focus on teaching through enterprise projects, personalization, and real work. They take a very old idea – that many of us learn best when doing real work in teams – and apply it to new 21st Century schools. We understand that choosing a new school to continue your creative career can be daunting and we want to make sure this is the right choice for you. The studio school model has been developed in partnership with local and national employers who need future employees to fill the current skills gap. We will help you to develop the necessary skill set to start work in the creative industries at the end of your time with us. Evidence consistently shows that employers are concerned about key skills gaps in the British economy. Every new survey of unfilled vacancies confirms that employers are looking for – and not finding – key employability skills amongst school leavers. The Leitch Review backed this up. Commissioned in 2004 to identify Britain’s long-term skills needs it identified employability skills such as critical thinking, communication skills, and teamwork as amongst the country’s biggest gaps. However, extensive research shows that equipping young people with employability skills alone is not enough. In a competitive and uncertain world, young people also need to think creatively, build resilience and be able to respond effectively to rapidly changing circumstances. The evidence suggests that embedding creativity and an ability to respond successfully to change is vital if the UK is to compete in an increasingly globalized service economy. These are sometimes loaned to students at critical times during their course. Our digital devices include a Microsoft Surface machine, Macbook, Canon DSLR camera, Tripods, Video recording equipment, and much more. The loan of these items depends upon your course of study. Even the sketchbooks and ordinary everyday textbooks students use have been specifically designed for use in the school. For students who study at Manchester Creative Studio in Key Stage 4, qualifications gained include all of the core GCSE qualifications you would find at a traditional school, in addition to specialist GCSEs and industry-recognized qualifications in the creative and digital industry. Our popular Level 3 courses, Media - Games Design, Graphic Design, and Media - Film & TV. Personal coaches support the learners using the CREATE framework and ensure each student receives appropriate support. We believe that as well as gaining qualifications, young people need to be encouraged to think creatively, build resilience and be able to respond effectively to rapidly changing circumstances. All students have an individual learning plan supported by dedicated learning coaches and a specialist personal coach. The learning coaches monitor, track and support subject-specific learning and achievement, they agree on the appropriate program and level for each student. The CREATE skills framework has been designed specifically for Studio Schools to ensure students develop a wide range of employability and life skills whilst in education. Through CREATE, students follow a personalized curriculum that meets their individual needs and aspirations, developing transferable skills ready for employment. Our coaches support students throughout their time at MCStudio and ensure that CREATE underpins every element of their journey with us. Coaches play a central role in students’ personal and academic development, setting targets and encouraging and tracking progress. The governors play a very important role in ensuring MCS is following the vision and ethos set out when we opened in 2014. Their expertise and knowledge are invaluable in molding the creative professionals of the future. The Full Governing Body meets at least every term. The three core strategic governance functions set out in the DfE School Governance Handbook are: ensuring clarity of vision, medicine ethos, and strategic direction holding the principal to account for the performance of the school and its pupils, and the performance management of its staff and overseeing the financial performance of the school and making sure its money is well spent. Governors take on specific responsibilities and work with the senior leadership team to monitor and raise standards. The Governing Body has the full range of skills and experience to fulfill its responsibilities. This includes people who are appointed for their particular expertise, parents, and staff. All governors give their time voluntarily and work very closely with the Principal and the staff at the school. View full school