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We hope that adults and children will find the site interesting and informative providing current and relevant information. Lady Margaret Primary School is a three-form entry school with a nursery class, in Southall, which is part of the London Borough of Ealing. Our pupils are eager learners and engage enthusiastically with our creative approach to the curriculum and our emphasis on project-based home learning activities. At Lady Margaret Primary School we believe that ‘Children come first. We understand that choosing where to send your child to school is a big decision. We would like to invite any parents of children born between 1 September 2013 and 31 August 2014 who are due to start the first year of primary school (reception class) in September 2018 to come and visit us. You will have a chance to look around the school and meet the EYFS team. Our Vision: Children learn best when happy. Their environment must be as safe and supportive as possible and be an environment they enjoy being part of. Children should be helped to see the value of their learning. Both their academic and personal growth will be strongly developed. An environment where teachers feel valued and trusted, and where the parents and governors feel confident that the children are receiving the best possible start to their school life. We value and help children to develop a healthy respect for themselves and others, with a clear moral code that will positively guide their life choices. We value the development of our children’s academic progress and nurture ambition, resilience, and excellent skills for life as essential outcomes of their experience as learners. We value everyone within our school, regardless of race, gender, religion, or abilities, and provide equal access to all aspects of our curriculum. We value the cultural diversity brought to this school by our children as an enrichment to all that is shared and respected so that our children will grow up and live harmoniously within the community. Also, six critical success factors have been adopted, for us to measure our success against: The school must meet the requirements of the National Curriculum, reaching high standards of achievement, and delivered by its aims. The school must ensure that the staff is committed, appropriately qualified, of high quality, and well trained, according to their responsibilities. The school must ensure that it provides a high-quality environment that is both safe and secure for staff, pupils, and visitors. The school must manage its finances effectively, providing value for money and matching priorities to the general aims and objectives and the school improvement plan. The school must positively promote its position within the community ensuring responsiveness to parental opinion and links with other educational providers. The school must provide support for pupils of all ages, abilities, and aptitudes implementing the SEN Code of Practice and other pastoral policies. View full school

St Margaret Mary's Secondary school is a six-year Roman Catholic Comprehensive School. The values of the school are strongly influenced by Gospel values such as Love, Truth, and Justice. Guided by these values we aim to develop the all-around education of our young people. The school has high academic targets for its young people, reflected by steadily improving exam results in recent years. The development of a Curriculum for Excellence will allow us to challenge our young people to further attain in both academic and personal areas. The school is a community. We work closely with our partner primaries and with our pupils, parents, and carers. Together we aim to motivate our young people to be ambitious for themselves and their community. We encourage them to develop breadth and depth in their academic education. To develop love and care in their education. All areas of their development – spiritual, academic, and personal are supported by experienced and professional staff. The mission of St Margaret Mary’s Secondary School is to develop as a community of faith and learning. We aim to provide the highest quality of educational experience to enable all our young people to become successful learners, confident individuals, responsible citizens, and effective contributors to society. We have a continuous commitment to improving attainment, achievement, and success for all. Learning and Teaching will be the central focus of all aspects of school life. We offer a strong Catholic ethos through the promotion of Gospel Values, through celebration and worship, and through service to the community, where each individual is cared for and valued. All school activities are underpinned by values shared by our pupils, our parents, and our staff. All members of our school community are valued as equal partners in the decisions and workings of the school, in particular, our partnership with parents is integral to all that we do and we continually strive to develop this further. Staff collegiality is another essential element in the promotion and development of our school ethos and St Margaret Mary’s has a strong history of staff collegiality which we continually strive to build upon. St Margaret Mary’s Secondary School ensures our pupils are healthy, safe, and happy, achieving their potential. Our teachers constantly strive to promote high expectations. As a School of Ambition, we actively combat deprivation, promoting ambition as identified in our motto “Only the Best Will Do”. Place2Be's work in secondary schools helps young people to achieve their full potential and deal positively with the difficulties they face. We provide both universal and targeted services for young people in schools, alongside support for parents and consultation and advice for school staff. 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 Margaret Clitherow is a small school with 235 children. It serves this parish of English Martyrs. It has always been a school linked with the parish community and this is very much part of its uniqueness. The school is like a large family where we get to know the parents personally and see each child as an individual. We aim to provide the children with the best possible education within a loving and forgiving Christian environment. We live and learn by our Christian Values in an inclusive, supportive and caring environment where the safeguarding of every child is of utmost priority. Children encounter a ‘living faith’ through our collective worship. They are actively involved in their learning and through a partnership with parents and the wider community, the children grow and develop as we prepare them to meet the challenges they will face in life. We live to love, learn and follow Jesus who says, "Love one another as I have loved you." We live and learn by our Christian Values in an inclusive, supportive and caring environment where the safeguarding of every child is of utmost priority. Children encounter a ‘living faith’ through our collective worship. They are actively involved in their learning and through a partnership with parents and the wider community the children grow and develop as we prepare them to meet the challenges they will face in life We aim to: Make our Mission Statement the center of school life. Help parents understand that they are "the first and foremost educators of their children" and that primarily they have a major part to play in developing the faith life of their children. Assure parents of our support for them and their children in achieving the school's aims and objectives. Encourage the partnership between home, school, and parish. Encourage an atmosphere of justice and openness between children and the wider community, to work for the well-being of our school. Develop links with the wider community, the Diocese, and the Local Education Authority. Encourage respect for all other faith families following the teachings of the Catholic Faith. Show respect and care for all of God's Creation. Encourage all adults and families to be part of the Catholic community. We aim to be a community where everyone is treated fairly and with respect. We want everyone to reach their potential, and we recognize that for some pupils extra support is needed to help them to achieve and be successful. We take our legal duties on equality seriously. We welcome our general duty under the Equality Act 2010 to eliminate discrimination, advance equality of opportunity, and foster good relations. At St. Margaret Clitherow Catholic School we believe and follow the teachings of Jesus Christ. . We value and respect all growing and learning together as part of God’s family, to be the best we can be. Our mission statement of “We live to Love, Learn, Respect and follow Jesus who says ‘Love One Another as I have loved you’” permeates all aspects of our school life. As part of the community of Catholic schools that work alongside the Catholic Church, there is a clear purpose for the existence of St. Margaret Clitherow Catholic School. It is the mission of all Catholic schools that we contribute to the ‘common good of our community and society as a whole in response to the Church’s teaching on social justice. The program of Religious Education we follow is in line with the Catholic Directory as specified by the Bishops Conference of England and Wales. Religious Education is taught to all children in the school for a minimum of 10% of curriculum time, not including worship. It is considered central to the whole school curriculum. We follow key teachings from Catholic traditions that are taken from the RECD (Religious Education Curriculum Directory). Through this directory, the children are taught the basics of Catholic faith and morality, with constant reference to their own life experiences. We have excellent links with our parish church, English Martyrs, and the parish priest, Fr Albert Offer, is a regular visitor to the school. The school attends mass at English Martyrs on special occasions and a class attends mass on a Friday regularly. The parish priest also celebrates mass and Liturgies at the school throughout the year including the special Tieing in Assembly where our Reception children are officially welcomed to the school. View full school

St Margaret Sr Sec School was established in the year 1976. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 2730146 and has a General affiliation which is valid up to 31/3/2020. It is located in the North West Delhi district of Delhi and is currently being managed by the St Margaret Education Society, Delhi. It is presently under the principal -administration of Renu Jain. There are a total of 63 rooms, 8 Labs, and 1 Library present in the school. 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 Labs and Rooms Details Total Rooms Total Lab Total Libraries Small Room Medium Room Large Room School Area (in Sq m.) Play Area (in Sq m.) 63 8 1 0 0 63 6596 3298 View full school

Queen Margaret College first opened its doors on 19 February 1919 with 53 pupils. Our Scottish Presbyterian founders, The Hon. John Aitken and The Very Rev. Dr. James Gibb had a resolute belief in girls’ education. The College’s original purpose, as stated in its first prospectus, was ‘to provide for girls a sound intellectual and moral education and to build up strong Christian character on a broad religious basis and thus to produce the best type of girlhood and womanhood. The heritage building which the College currently occupies was designed and erected by T.C.Williams and his wife Anne Beetham as a family homestead in Hobson Street, Thorndon. Scots College was housed in the building from 1916 till 1918 when they moved to Miramar and Queen Margaret College was established. The International Baccalaureate is an international qualification for students from Preschool through to Year 13. The International Baccalaureate (IB) program is taught in more than 4000 schools worldwide and aims to develop inquiring, knowledgeable, and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. At the heart of the IB is the “learner profile”, a long-term, holistic vision of education that underpins all three programs and puts the student at the center of everything we do at Queen Margaret College. The learner profile is the IB mission statement translated into a set of learning outcomes. It describes a broad range of human capacities and responsibilities that go beyond academic success. The New Zealand early childhood curriculum, Te Whāriki, is delivered by qualified teachers who know how to extend and challenge students, drawing on their interests and recognizing individual strengths and abilities. The daily timetable allows for play-based inquiry as well as teacher-facilitated group times including regular art, gymnasium, and library sessions. To support Te Whāriki we also deliver the International Baccalaureate (IB) Primary Years Programme (PYP) for Pre-School. The PYP curriculum framework supports an inquiry-based approach and aligns well with our national curriculum Te Whāriki. PYP focuses on the holistic growth of the developing child encompassing social, physical, emotional, and cultural needs, in addition to academic development. The program is shaped by the belief that young children are capable learners and are well-positioned to acquire early literacy and numeracy skills and concepts in a stimulating environment. Here you can expect the very best start to education for your child in a well-structured and nurturing setting. Implementation of our daily program is semi-structured and provides an opportunity for children to investigate, explore and extend their strengths and interests. The daily timetable allows for play-based inquiry and teacher-facilitated group times. Group learning supports the development of skills and dispositions for a successful transition into primary school. We also have regular art, gymnasium, and library sessions with specialist staff at Queen Margaret College. Queen Margaret Preschool works with our families to build the foundations of learning before starting school, to help make the right decision for your child’s next steps, and to facilitate the transition process to primary school. Girls entering the Queen Margaret College Junior School will participate in weekly school visits in the new entrant's classroom. The visits provide a smooth transition from Preschool to Junior School ensuring that when your daughter starts, she already has an excellent relationship with her teacher and classmates. For children not continuing at Queen Margaret College, our Preschool staff will help facilitate school visits to their new school and provide any information required. Information evenings about transitioning to primary school are available throughout the year at QMC for parents to attend. “Our Preschool is committed to providing the highest quality education as your child prepares for the transition to primary school and they continue on their lifelong learning journey,” Emily Dominican, Head of Preschool. We are an International Baccalaureate World School authorized to teach the IB Middle Years Programme (MYP). The MYP emphasizes learning, community service, attitude development, and preparation for participation in an increasingly global society. Building on the skills and knowledge developed through the Primary Years Programme in the Junior School, the program is ideal preparation for the dual qualification pathway offered in the Senior School of either the IB Diploma or NCEA. Students can choose to take different elected subjects, depending on their interests and future goals. We encourage them to think about their education as a whole and transfer their knowledge of one subject to another. We develop learners who have a growth mindset, empowering them to develop their talents through hard work, good strategies, and effective feedback. Students learn how to learn using communication, research, self-management, collaboration, and critical thinking. Developing these skills helps students meet deadlines, concentrate, bounce back, persist, and think positively. In our rapidly changing world, these are fundamental skills for students to prepare for increasingly complex life and work environments. The program can be illustrated by the MYP Curriculum Model which has the IB Learner Profile at the center surrounded by the features of the program, its outcomes, and the curriculum students study. This provides a broad and balanced education for early adolescents. View full school

Queen Margaret University, Edinburgh, is committed to providing thoroughly relevant teaching and research. Our research is focused on making a real practical impact on everyday life, and our courses are designed to produce well prepared, well rounded, and flexible graduates. We have widely recognized expertise in health and rehabilitation, sustainable business and creativity, and culture. In this section of our website, you can find out about the university's history, along with information about governance, the Principal and Vice-Chancellor, the senior management team, and our collaborative partners. You will also find practical information, including travel and transport information and policy and strategy documents. Our mission is to foster intellectual capital with both a theoretical and practical focus, giving students and staff the confidence to make a real difference to the world around them. We are known for excellent, relevant teaching, research, knowledge exchange, and the care and respect we give our students, staff, and partners. As a thriving campus university, we strive to create a community without borders, improving people's lives locally, nationally, and internationally. We are ambitious and enterprising, and, in everything we do, we are committed to social justice. At Queen Margaret University, Edinburgh, our vision is to be a university of ideas and influence. Outward looking, we are responsive to society's changing needs and make a real difference in the world. We have widely recognized expertise in health & rehabilitation, sustainable business, and creativity & culture. Our research and knowledge exchange work is focused on making a real practical impact on everyday life. In this section of our website, you can find out about the university's history, along with information about governance, the Principal and Vice-Chancellor, the senior management team, and our collaborative partners. We have a proud history of achievement and progress extending for well over a century. Founded in 1875, we have always been driven by the highest ideals and purposes, focusing on contributing to practical ways of improving people's lives and serving the community. The institution now named Queen Margaret University was established as the Edinburgh School of Cookery in 1875. This institution emerged in a substantial period for real economic progress and characterized by social and economic divisions and inequalities, and widespread poverty. The School was established as a voluntary effort to address two fundamental problems facing society at the time. View full university

Queen Margaret University, Edinburgh is committed to providing thoroughly relevant teaching and research. Our research is focused on making a real practical impact on everyday life, and our courses are designed to produce well prepared, well rounded, and flexible graduates. We have widely recognized expertise in health and rehabilitation, sustainable business and creativity, and culture. In this section of our website, you can find out about the university's history, along with information about governance, the Principal and Vice-Chancellor, the senior management team, and our collaborative partners. You will also find practical information, including travel and transport information and policy and strategy documents. Our mission is to foster intellectual capital with both a theoretical and practical focus, giving students and staff the confidence to make a real difference to the world around them. We are known for excellent, relevant teaching, research, knowledge exchange, and the care and respect we give our students, staff, and partners. As a thriving campus university, we strive to create a community without borders, improving people's lives locally, nationally, and internationally. We are ambitious and enterprising, and, in everything we do, we are committed to social justice. At Queen Margaret University, Edinburgh, our vision is to be a university of ideas and influence. Outward looking, we are responsive to society's changing needs and make a real difference in the world. We have widely recognized expertise in health & rehabilitation, sustainable business, and creativity & culture. Our research and knowledge exchange work is focused on making a real practical impact on everyday life. In this section of our website, you can find out about the university's history, along with information about governance, the Principal and Vice-Chancellor, the senior management team, and our collaborative partners. We have a proud history of achievement and progress extending for well over a century. Founded in 1875, we have always been driven by the highest ideals and purposes, focusing on contributing to practical ways of improving people's lives and serving the community. The institution now named Queen Margaret University was established as the Edinburgh School of Cookery in 1875. (1) To provide educational opportunities for women. The institution's founders were part of the U.K.-wide mid-Victorian "Women's Movement", which was a campaign for better education and improved career opportunities for females. The main element of this campaign was to secure equality of opportunity for school girls. However, another purpose was to open up post-school education at both university and technical levels. To this point, young women had been excluded from higher and technical education, with an inevitable consequence being widespread female poverty. The original lectures took place (before huge audiences) in the Royal Museum in Edinburgh's Chambers Street. However, it was at first peripatetic in nature. Teaching staff went out with mobile gas and paraffin cooking equipment to give public lectures and demonstrations all over Britain, from the Shetlands to the Channel Islands. The first generation of lecturers were almost all young women aged in their early twenties, and almost everywhere they went, they drew large gatherings of women eager for instruction. The first permanent site was in Shandwick Place, where the institution was based from 1877 to 1891. At this time, the institution also operated a branch in Manchester to provide lectures to industrial communities throughout England. As was intended by the founders, this branch eventually became independent, and it is now a constituent part of Manchester Metropolitan University. In setting up the School of Cookery, they were backed by various interest groups, particularly enlightened local medical practitioners and Church leaders. In 1879 Guthrie Wright collaborated with the scientist Sir Thomas Dyke Acland and two "distinguished medical doctors" (probably Dr. Henry Littlejohn - Edinburgh's first Medical Officer of Health - and Dr. Alexander Wood) to produce her School Cookery Book. Published as part of a series of science primers under the general editorship of the naturalist, Professor T.H. Huxley, and including texts by such individuals as Sir H. E. Roscoe (chemistry), Sir Archibald Geikie (geography and geology), and W. Stanley Jevons (logic and political economy), Guthrie Wright's book effectively represented the state of knowledge at the time regarding food. It subsequently ran into many editions. About 1887, Guthrie Wright Louisa Stevenson and Princess Louise collaborated in developing in Scotland Queen Victoria's Jubilee Institute for Nurses. Also, an entirely voluntary body, the organization established training and residential facilities in Edinburgh and Glasgow to prepare nurses to provide care to the sick poor in their own homes. Effectively this was the beginning of the district nursing service, and it was a vital initiative in the period before the creation of the National Health Service. In 1891 the School moved to Atholl Crescent in Edinburgh and, over the next fifty years or so, gradually extended its premises along the Crescent. At different times it also had properties in other locations in Edinburgh, including Rothesay Terrace, and it ran industrial classes in the India Buildings in the city's Victoria Street. (Male-dominated school boards did not want to find the money to install cooking equipment and did not want to pay for the ingredients that the children would require to use.) However, medical studies in the early 1900s showed that thousands of urban children all over the U.K. were desperately undernourished and unhealthy. One of the most influential pioneering investigations was conducted by the Medical Inspector at the Scottish Office, Sir W. Leslie MacKenzie, and his wife Helen, a lecturer in the School (and, later, Chairman of Governors). The student population proliferated over the next few years, and the Atholl Crescent became world-renowned as setting the standards for domestic science teachers' training. Today, QMU's vision is to be a university of ideas and influence. We aim to provide a transformative learning experience for our students, enabling them to achieve their individual goals and contribute to society. We seek to provide the optimal balance of theoretical and practical education. We are dedicated to improving the quality of life and building evidence-based policy and practice through our research and knowledge exchange (KE). We are recognized internationally for our high quality and relevant research, which informs practice and policy, and we measure its value by its impact and social usefulness. Through our teaching and research, we enable people to heal, nurture, care, and communicate. We inspire people to build businesses, find solutions to real-life issues, and to improve communities. We foster creativity and artistic expression, building social capital. Our graduates and staff can found influential roles worldwide, influencing policy and enhancing society, culture, and the economy. View full university

The Margaret River Montessori School was established in 1992, founded by Sue Gaunt and Di Littlewood. They shared a vision of a school that would nurture the environment and decided that the educational system developed by Dr. Maria Montessori offered a highly comprehensive approach to child development. The school opened its doors to a 3-6 class of 14 children in 1993 at the Old Baptist Church in Tunbridge Street Margaret River. Enrolments quickly grew, and in 1997 following a great deal of effort and commitment, a new site was procured, 4-6 Clarke Road Margaret River. 2010 saw a school hall, library, and another classroom under the Federal Government's Building Education Revolution program. In 2013 we proudly celebrated our 20th Birthday (the same year that Montessori education celebrated 100 years!) with a luncheon held at Voyager Estate and a whole school celebration Sundowner. Our school is set on 2 acres, nestled amongst tall trees and natural wetlands and bushland. The setting reflects our love of and interest in nature and our focus on harmony and peace. Students enjoy bountiful outdoor spaces with the right balance of grass, trees, sand, hardcourts, bare earth, and shaded spaces. Our classrooms are openly spacious with lots of windows for natural light and ventilation. Each is equipped with an age-appropriate kitchen. All classrooms provide an outdoor learning area as well. Today we have approximately 130 enrolments and continue to offer an outstanding Montessori educational program. Above all, we are committed to providing an education for life connecting with the environment and the wider world. Our students are aged from 3 to 12 years. We have students attending from as far north as Busselton and south from Augusta. Many of our students use the School Bus service. All students have the right to feel safe. Margaret River Montessori School is committed to safeguarding and promoting children and young people's safety, welfare, and well-being. It expects all staff, volunteers, and visitors to share this commitment. This commitment extends beyond academic success to intellectual, physical, social, and emotional development. Our school recognizes students' fundamental right to be protected from neglect and physical, emotional, or sexual maltreatment, whether at home, at school, or in the community. Everyone working in our school is responsible for the care and protection of the students. All staff is responsible for reporting neglect or emotional, psychological, physical, or sexual abuse. All staff needs to be able to recognize the indicators of abuse and neglect in order to take appropriate action. The School Council, the Principal, and all staff members must protect students in circumstances where abuse or neglect is suspected or when allegations of maltreatment or assault are made against employees, students, or other people in the community. MRMS has adopted the Keeping Safe Protective Behaviors Curriculum materials designed for each level of schooling. This comprehensive, realistic, and age-appropriate curriculum provides students with the opportunity to develop the essential knowledge, attitudes, and skills that will enable them to manage their safety, report abuse, understand the power in relationships and develop protective strategies, including seeking help. Staff is trained in the use of the curriculum materials. The safety, protection, and well-being of our students is our highest priority. We value working together with our Parents, Carers, and School Community to ensure this. Situated close to town and surrounded by bush on Clarke Road, Margaret River, the school's picturesque outlook is a delightful setting for the outstanding Montessori educational program it delivers. As an Independent school offering quality education, we are part of the global Montessori system and have close ties to other Australian Montessori schools, particularly those in Western Australia. Also, we hold membership through the Montessori Australia Foundation and to the Association of Independent Schools of WA (AISWA). We are outward-looking with healthy environmental and peace outcomes and work in partnership with local community groups. We have after-school sports and cultural activities program and guests to provide a wide range of exciting topics to motivate and challenge our students. Margaret River Montessori School is committed to safeguarding and promoting children and young people's safety, welfare, and well-being. It expects all staff, volunteers, and visitors to share this commitment. Above all, we are committed to providing an education for life that combines and supports all intelligence and integrates academic learning with social/emotional learning and connecting with the environment and the wider world. View full school

To provide lifetime learning skills, To promote and facilitate academic excellence, To develop the whole child, We believe that how children learn is as important as what children learn. View full school

The program consists of a balance of collaborative projects, small-group teacher-led experiences, and free play throughout the daily routine, focusing on smooth transitions. Children are encouraged to learn by observing, questioning, discussing, wondering, doing, making, collaborating, and expressing their thinking in ways that reflect their individuality, strengths, and creativity. A love of books, stories, role-play, reading, and writing are cultivated and form the basis of Literacy, Numeracy, and Science. Specialist Philosophy, Art, Music, French, and Dance teachers work with the children each week alongside the core program. Preshil's progressive approach draws from Montessori and Froebel, from Steiner and Reggio Emilia, each one offering abundant and ambitious elements to build on. But Preshil is not locked into a static, dogmatic approach shaped for a different place and time. We also draw on the work of Sir Kenneth Robinson and John Hattie. Our approach has much in common with the International Baccalaureate Primary Years Program (PYP), based on a strong commitment to conceptual and holistic learning and an inquiry approach. More than half of Preshil's Arlington teachers have undertaken PYP training. This alignment with the International Baccalaureate's values and pedagogy and a desire to build on it first motivated the School's adoption of the MYP at the Secondary School. At Arlington, we embrace exciting new technologies but discriminately. Our exceptional teachers collect and use many data styles to plan their teaching and refine their understanding of the learning progress. As a team, we read, discuss, plan, and collaborate to focus on each child's progress. The International Baccalaureate Middle Years Programme (MYP) provides a framework of academic challenge for the Australian National Curriculum. The MYP encourages students to become critical and reflective thinkers, identifying and making connections between traditional subjects and the real world. Students develop a depth of knowledge and balance through the study of eight subjects fields: Additional subjects and the real world. Students develop a depth of knowledge and balance through the study of eight subjects fields: Arts Individuals and Societies Language and Literature Language Acquisition Mathematics Physical and Health Education Sciences Design Personal Projects Preshil's community of learners is challenged to set goals that support them to reach their academic potential. The IB learner profile emphasizes the whole person's development, actively cultivating our students' attributes as inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, courageous, balanced, and reflective, to become global citizens with an awareness of their common humanity. SECONDARY CAMPUS 12—26 Sackville Street Kew, Victoria Australia 3101 Telephone: +61 3 9817 6135 Fax: +61 3 9816 7943 Email: [email protected] View full school