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The mission by the networks’ team of educators and assessment specialists, as well as Claire Maassab Nursery’s devoted staff members, who all share a passion for early childhood education, and a dedication towards supporting children in their early efforts to fulfill their potential and realize their talents. We all share the belief that a child’s most critical time for development is between birth and five years of age. As such, we do everything we can to make sure we provide children rich learning experiences to capitalize on this significant timeframe. We carry out this goal by immersing children in relevant learning experiences that match the needs of the ever-changing world and by ensuring that our curricula are constantly reviewed and updated to reflect new research related to enhancing early childhood education. Through the KEY System®’s unique curricula and program, we ensure that all children build their creative and analytical thinking skills and problem-solving abilities, among others, and are prepared for their educational and life journey. Claire Maassab Nursery offers a rich curriculum that caters to children’s needs starting from 2 months to 5 years and 11 months of age. Among the six class levels, our instructors and educational experts ensure that children receive the attention and learning they need at their specific age level and developmental stage, to develop into well-rounded young individuals who have the skills needed to succeed in school and beyond. Our time-tested educational approach, the KEY System®, provides children with an early childhood education that is project-based, child-centric, and trilingual - English, French & Arabic. We also ensure that children are ready to face the world by allowing them to be fully immersed in three languages—English, French, and Arabic. A trilingual learning environment not only has cognitive benefits that help children their entire lives, but also provides them with an added advantage as they navigate through their life, educational, and career paths. Of course, we understand that choosing the right nursery for one’s child is an important decision for parents. That’s why we invite prospective parents and their children to visit and tour our nursery at their convenience. The system draws on international best practices in early childhood education and delivers a comprehensive program that allows children to become active participants in their development, opening the way toward optimal growth and learning. It also enables children to develop critical life skills and become well-rounded individuals who can face the challenges and journey of life. The KEY System® is a project-based, trilingual, child-centric curriculum that is based on children’s needs, academic curiosity, and socio-cultural concerns. Because language is an important development catalyst we offer instruction in English, French, and Arabic. Not only does it support children’s cognitive development, but it helps prepare them to engage with today’s diverse world, and ensure they have a greater advantage to pursue a more outstanding educational path and achieve balance in their lives and careers. Our curricula focus on five key areas: cognitive, linguistic, social, emotional, and physical development. Cognitive development involves language development, pre-literacy skills, pre-math skills, and pre-science skills. Linguistic development involves pre-writing and pre-reading. Social development involves hygiene, interpersonal skills, autonomy, and world discovery. Emotional development involves art such as music and crafts. Physical development involves fine motor skills and gross motor skills. By providing instruction tailored to building these five areas, children leave KEY Nursery with critical early skills and competencies. At Claire Maassab Nursery, the curricula are delivered by having children with varying abilities and interests work together in small groups on open-ended, short and long-term projects that aim to provoke children’s creative thinking and problem-solving abilities and allow different possibilities of exploration, enabling children to develop skills in a variety of areas. To ensure children receive the best instruction possible and are among peers who are at the same level, we offer six class levels to fit all age groups. These classes cater to children ranging from as young as two months of age to as old as 5 years and 11 months. Each class level has a carefully selected curriculum specific to its age group, which is tailored to the needs of the children. View full school

10 Reasons Families Trust Rabieh Nursery & kindergarten. Great Teachers. Safety & Security. Commitment to the Highest Standards. Age-Specific Activities and Classrooms. Great Support Team. Positive Learning Environment. Physical activities. Parent Visits and Involvement Welcome. All Meals Provided. Convenient Transportation. The teachers who adore children. We train them in the programs they teach. And, we support them with continuing education. From our playgrounds to our complete safety plan, we watch every detail to offer you complete peace of mind. Every classroom, every toy, and every piece of equipment is reviewed and checked. Rabieh Nursery has professional early childhood educators and has been one of the most well-respected daycare centers in Lebanon for over 24 years. Daily learning activities aren't just fun at Rabieh Nursery, they are 100% age-appropriate. Children learn best by playing, exploring, and doing. Our curricula series is based on these research-based concepts and practices for the unique needs of each age group. Our Education Department constantly researches and develops new curricula from Europe, the United States, and Canada. And we provide complete lesson plans and activity suggestions for every day for every classroom. Every room is brightly colored, filled with books and energy, and features discovery areas for your child to explore. Your child will have fun learning through play where everything from chairs to toys is child-sized. Each day we allow plenty of opportunities for children to develop. Each age group has its own appropriately designed Playscape. Children develop muscles, social skills, and motor skills while playing each day with their classmates. We love involved parents. From parent forums and conferences to progress notes and written assessments — at Rabieh Nursery, you will feel welcomed, informed, and involved every step of the way. At Rabieh Nursery we provide freshly prepared breakfast and lunch every day. We make picking up and dropping off your child simple, safe, and easy. Only licensed drivers ever operate our vehicles, and we use careful procedures for pickup and drop-off each day. Rabieh Nursery is equipped to provide the best learning opportunities for your children. It is our philosophy that early childhood education should be a time for fun, warmth, security, exploration, and discovery. Rabieh Nursery’s purpose is to provide an environment that encourages social, emotional, physical, as well as intellectual growth and development of the child as a whole. Planned within the framework of philosophy and purpose, the curriculum includes sharing and conversation time, circle (theme stories), science, songs, creative art activities, exposure to shapes, colors, numbers, and letters. Outdoor, two large fenced-in playgrounds fully equipped to enhance gross motor skills and a swimming pool for warm days. We believe that discipline should be dealt with, in a firm but caring and compassionate manner, appropriate to the child’s age, experience, and understanding. Rabieh Nursery does not permit spanking or any form of corporal punishment. Good eating habits and positive attitudes towards food should be established at an early age. For young children, it is essential to have a nutritionally balanced diet for healthy growth and development. Menus have been designed to include items from each of the four basic food groups with fruits and vegetables. A variety of morning snacks and drinks are also given. Meals are prepared on-site, 2nd and 3rd portions are available for hungry little appetites. Menus are posted at the preschool entrance. Children are not allowed to bring candy or sweets or chewing gum except for birthday celebrations or special occasions. View full school

Welcome To Cascade British Nursery School in Kuwait, Where every child who walks through the door is Special. Cascade was opened by Jacqueline, a qualified British-trained primary school teacher. She has many years of teaching experience in both mainstream and special education and has taught in Scotland, Sharjah, and Kuwait. She and her excellent team of staff have worked hard to create a genuine home-from-home environment where activities are planned around each child's interests and abilities. Children learn through play and are encouraged to achieve their potential. Cascade is a British Nursery School for children of 1 - 4½ years of age. Each child is unique and special. From the age of three months to the pre-school year, every girl and boy goes through an astonishing period of development. These few years are crucial for your child’s future as he or she moves into more formal schooling and then adult life beyond. At Cascade, we aim to provide a safe, secure and caring environment for all our children. We strive to nurture your child in bright, happy, stimulating, and educationally structured surroundings. Our experienced team of Western staff realizes how important it is for your child to settle quickly and happily into our Nursery. They are experts in identifying the specific needs of your child as he or she progresses through these pre-school years. We have implemented the Early Years Foundation Stage through structured play, it is based on four principles, which are: A Unique Child – Every child is a competent learner from birth who can be resilient, capable, confident, and self-assured. Enabling Environments – The environment plays a key role in supporting and extending children’s development and learning. Learning and Development – Children develop and learn in different ways and at different rates and all areas of Learning and Development are equally important and inter-connected. The Curriculum covers six areas of learning are personal, social, and emotional development, creative development, physical development, communication, language and literacy, knowledge and understanding of the world, problem-solving reasoning, and numeracy. These areas are equally important and depend on each other. They are delivered through a balance of adult-led and child-initiated activities. At all times the staff encourages a positive attitude in every child. Our holistic approach means that girls and boys participate in all Nursery activities, thus ensuring equal opportunities for everyone. With this in mind, we are very fortunate to have a large, safe, grassed garden for the exclusive use of our Nursery children. This extends our opportunities for outdoor play and physical development. View full school

Kenmore Park Infant and Nursery School are a Good School (Ofsted July 2014) where the personal development and well-being of every child are paramount, alongside a broad and enriched range of curricular experiences which all work together to develop the whole child. We want for everyone to feel valued and included by Aiming high to achieve excellence in learning by applying the dispositions of an effective learner Providing a safe and caring environment conducive to promoting learning, which is positive and enjoyable (article 16) Promoting independent learning and encouraging everyone’s talents to the full (article 29) Embracing and celebrating the cultural diversity of our School family (article 30) Being committed to listening to our pupil's voice (article 12) Actively encouraging good, honest citizenship and British values through our SMSC curriculum thus equipping our pupils with the ability to make connections with their needs and rights (article 1) The Nursery and Reception Classes have access to outdoor learning areas. There is also an outdoor playground equipped with play furniture and a quiet, sitting area, stage, and pitch with a soft surface for the pupils in KS 1. All classes are in permanent, purpose-built rooms and all accommodation is on the ground floor. The school is on a shared site – Kenmore Park Junior School occupies similar accommodation on the first floor. There are strong links, both pastoral and curricular, between the two schools, and most children attending the Infant School transfer to the Junior School. They are able, therefore, to benefit from the stability and continuity which these links ensure. School Values: The prime purpose of the school is to promote learning leading to the fullest development of the individual. All learners are entitled to high-quality education appropriate to their needs and interests enabling them to contribute with confidence to their future development and to that of the community. Learners’ rights are more likely to be realized if their environment is happy, safe, calm, and secure. Active participation of home, school, and the community are crucial to the learning process. Kenmore Park Infant & Nursery School is fully committed to meet its responsibility to protect and safeguard the welfare of children and young people in its care. We will provide a caring, positive, safe, and stimulating environment that promotes the social, physical, and moral development of the individual child. Also, we aim to identify concerns early and prevent concerns from escalating. To have a thorough and up-to-date knowledge of the subjects they teach. To plan lessons and to use a range of teaching strategies to meet the needs of the children. To monitor children’s progress, assess, keep records, set targets for learning, and liaise with parents/carers. To challenge and support children by inspiring trust and confidence, building team commitment, engaging and motivating children, and taking positive action to improve children’s learning. To develop their professional expertise and to make an active contribution to the life of the school. View full school

Holland House Infant School and Nursery is a two-form entry school catering from three years of age in our nursery to seven years of age in year 2. We have very high expectations at Holland House and we are committed to providing every child with the best possible educational experience which includes a creative and fulfilling curriculum that is broad and balanced. We actively encourage the local community to become involved in the life of the school and we recognize how important it is to work in partnership with parents and carers to ensure the best possible outcomes for all learners at Holland House and that of our families. At Holland House, we are all, 'Happy and Hard Working.' At Holland House Infant School and Nursery we aim to: Encourage everyone in our school to strive for excellence by always celebrating their successes and achievements. Care for everyone in our school and value what each person brings. Welcome families and the wider community to take an active part in school life. To create a stimulating environment that promotes independence where learning is fun! At Holland House, we offer a broad and balanced curriculum that is delivered using a multi-sensory and cross-curricular approach using a topic-based thematic style. We have implemented the ‘Prospectus Curriculum’, however, to ensure that the curriculum is inclusive and relevant to ‘our children’ we continually review and adapt the curriculum to suit the needs and interests of our pupils. At the start of each topic, we gather information about what the children already know and understand and then determine what they want to find out to further their knowledge and understanding further, we then use this information to inform our planning. This ensures that every child is included and valued and that their interests, skills, and talents are incorporated into teaching and learning at Holland House. By continuously adapting our curriculum to the changing needs and interests of our pupils we are ensuring that teaching and learning remain highly engaging and purposeful. At the end of each topic, the children share what they have learned and experienced and subsequently celebrate answering the questions that were generated at the beginning of the unit. The impact of the curriculum at Holland House can be seen and measured as pupils are observed applying the skills that they have learned using a variety of different learning styles within a range of different contexts, both independently and with others. This allows children to develop the depth of their understanding and also informs class teacher assessment. At Holland House, we believe parents should be at the heart of their children's education so we include them in the curriculum in a variety of ways. At the start of each term, we share year-specific curriculum booklets outlining their child’s learning for that term, and each week we send out a newsletter with a round-up of the learning that has taken place that week. Throughout the academic year, we invite parents into school to share in their children’s learning – inspire parent workshops, STEP events, galleries of the children’s work, and class assemblies. View full school

Hampton Wick Infant and Nursery School is a small school where every child is cherished and expected to achieve the best that they can about their education and social development. We promote a rich curriculum with a strong emphasis on the arts and, as a forest school, we make excellent use of our outdoor learning resources, in particular, a large conservation area – The Wilderness – which is attached to the school. Positive partnerships across and beyond our school are a key feature: relationships are valued and seen as an essential part of each child’s development. Our school enjoys a long-standing tradition of reciprocal, positive, and purposeful links with parents, carers, staff, and governors. This is reflected in the quality of relationships with children. We have positive philosophies which we believe help the children learn well today and prepare them for their future lives. Children enter our Nursery classes in the September after their third birthday. There is a registration procedure for admission to our Nursery but it is not possible to guarantee each child a place. Names can be registered with the school after the child’s second birthday. We are a three-form entry school with 90 reception places. Children will join a Reception class in the academic year in which they become five. It is the responsibility of the child's parents/carers to ensure that registration forms are completed and returned to the school swiftly. Forms returned after the closing date will be processed as late applications. Schools are not informed by the Local Authority of the names or number of children in their catchment areas. If you feel that your child is not ready to start school in the September following their fourth birthday, you can either arrange for your child to attend part-time until they reach statutory school age, or defer the date your child is admitted to the school until later on in the Reception year. If your child’s entry is deferred, the school must hold your child’s place and not offer it to another child. The latest your child can start school is at the beginning of the summer term. If you wish to defer your child’s entry, you will need to confirm this with the primary school where your child has been offered a Reception place. You also need to confirm this with the early learning provider so that your child can continue to receive their free early learning entitlement. All Richmond maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and disabilities and are supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. All schools are supported to be as inclusive as possible, with the needs of pupils with a Special Educational Need or Disability being met in a mainstream setting wherever possible, where families want this to happen. All schools with Reception children have undertaken a statutory ‘baseline screening’ with children. We have done the same for our Nursery children, trialing the screening a year before we are required to introduce this. For our Early Years Foundation Stage children and practitioners, this has been through the use of observations and everyday tasks in school from which data has been entered onto an IT-based program. This information is gathered and sent off (as required by law) so that a national picture of where children start in Reception can be ascertained. This data will provide teachers with a class-wide profile as well as information on each child. This will support teachers at forthcoming consultations in providing individual feedback but will also support staff in terms of looking to see where any possible gaps in provision may be which can then be addressed. Phonics Screening for Year 1 will continue. This will be the 4th year of testing. Phonics is high profile in schools and also with Ofsted. Again, staff will feedback to parents/carers from all classes about their child’s phonic development. Please remember to look under the ‘For Parents/Carers' tab on the school website, then Curriculum where you can access resources to support your child. From September 2015, schools in England are expected to develop their ways of assessing the progress of children against the revised National Curriculum. For us, this means Years 1 and 2. With the absence of levels, all schools are creating their systems and procedures, often individualized to each school. Our school is doing the same: we have explored options and come up with a system that tracks what children apply, know, and can do and plots this against a rising scale which then indicates whether a child is beginning, emerging, expected, or exceeding in terms of the National Standard, i.e. the curriculum expectations of their age. Again, staff will be able to talk with parents/carers at Consultations about how their child is performing in terms of the levels of understanding of the curriculum. Please bear in mind that children have only just started the Year 1 or Year 2 curriculum so please allow time for your child to make progress during the year! Please also bear in mind that we are just getting to grips with the system ourselves. View full school

We are proud to say that our school is fully inclusive learning and teaching environment, constantly being improved and updated to prepare children for the 21st Century. Being graded as OUTSTANDING in our most recent OfSTED inspection, we know that we are the perfect choice for education in Hampton. Every day at school does count. Being part of our exciting curriculum is your child’s opportunity to take a full and active role in everything that our ‘Outstanding’ curriculum has to offer. Holidays in term will not be authorized. Developing this attitude to attending school at the start of your child’s education will help them as they proceed on their learning journey. As a Healthy School, we try to make every day count in terms of food and nutrition. Being part of the National Fruit Scheme ensures that every day, every child has access to free fruit or vegetables at break time and we encourage the children to bring water bottles to school every day. Children have a choice of a hot meal or a packed lunch from home every day. The school will register your interest in the School and Nursery after your child’s second birthday. This means we will take your child’s details and send you the Nursery application forms and Reception application details on the published date. You may register your interest and make an appointment to visit the school by ringing the school office between 10 am and 12 mid-day. There is no catchment area for the Nursery. Children with siblings in the Infant and Junior school will be given places first, and then places will be offered on distance. The Nursery has a total of 52 places - 26 in the morning and 26 in the afternoon. The application forms will be sent in the Autumn before your child is due to start the next September. In the Autumn term before your child is due to start the next September, we will send you a covering letter explaining the procedure and closing date for admission into Reception. Applications need to be made online, by the date published in the brochure. We are very lucky to have a well-experienced and dedicated staff team who ensure that your child’s personal development and well-being is ‘Outstanding’ every day. Should you have any questions regarding how any specific medical needs will be accommodated, please feel free to discuss them with us on your visit to the school. We have 7 fully trained first aid staff in the school and the risk assessments are regularly carried on the school, its grounds, and the exciting places we visit to ensure that we retain our outstanding level of care for your child. We also have a wide range of after-school clubs providing football, drama, dance, tennis, gymnastics, French, ICT, and -Spanish. The sports clubs take place in the back playground, drama, and dance in the school hall, and French, Spanish, and ICT in the Creativity room. When you collect your children at 4 pm the gates in Ripley Road are opened at 3.55 pm, we ask you to enter and leave via this route for school security and Health & Safety reasons. In September 2017 we are pleased to welcome Onside Football as our football provider. Howard Newton coaches at Hampton Junior School and we are sure that coaching across both schools will be beneficial to the children. Parents are asked to liaise directly with the provider regarding booking, payments, and dates. The school ensures all staff employed by the clubs have a DBS certificate. The new Special Educational Needs Code of Practice became statutory in September 2014. From this date, Local Authorities and schools are required to publish and keep under review information about services they expect to be available for children and young people with Special Educational Needs (SEN) aged 0-25. This is the ‘Local Offer’.The Local Offer intends to improve choice and transparency for families. It will also be an important resource for parents in understanding the range of services and provision in the local area. By choosing to be part of our school community means that you are entering into a partnership judged as Outstanding at every level by an OfSTED survey. We see you as the first and most important educator in your child’s life. Joining our school adds another exciting route on their journey through life. Through termly consultation meetings, you are fully involved in reviewing your child’s progress as well as sharing in their targets for the future. Every week, over 50 parents, carers, Governor, and local community volunteers work with the children. From cooking to reading our volunteer helpers add another important dimension to our partnership with you. Everyone has a crucial role to play and when you sign our Home and School Partnership you recognize the role that you play in working with us. View full school

Our school is a large four form entry school situated in Hall Green, a leafy suburb of Birmingham, and we share our site with Hall Green Junior School, with whom we have close links. Although we are a large school we work hard to create a small school feel by knowing our children and their families well and making them all feel special. Not only do we as a school strive to ensure that outcomes for the children's academic success are very high, but we also look to develop them as young people to support them to become responsible citizens and positive contributors to the local and global community. This is done, in part, through "Our Aspirations" and our "British Values" education. We work hard to ensure the children and all members of the school community enjoy a safe and positive experience where they are valued, respected and most of all have fun! We follow a program of Values Education. The concept behind this is to develop children’s emotional intelligence by giving them opportunities to explore the values on which our society is based and the vocabulary to express themselves. Our parents are also involved in our Value of the Month and have given us some very positive feedback about the impact of our Values Education on their children’s social development. At Hall Green Infant and Nursery School, we have successfully followed our Values Programme for many years. Our values are at the core of everything we do. They underpin our teaching and learning and provide an ethos and learning environment which helps to prepare our pupils for a positive future. At Hall Green Infant and Nursery School, we have successfully followed our Values Programme for many years. Our values are at the core of everything we do. They underpin our teaching and learning and provide an ethos and learning environment which helps to prepare our pupils for a positive future. We follow a program of 'British' Values. The concept behind this is to develop children’s spiritual, social, moral, and cultural development through giving them opportunities to explore the 'British' values on which our society is based and the vocabulary to express themselves. Our parents are also involved in our Value of the Month and have given us some very positive feedback about the impact of our 'British' Values Education on their children’s social development. Children with special needs are welcome at Hall Green I & N School. They add a particular strength to the school and offer all children new experiences and opportunities. We value all of our children and their achievements both at home and school. We understand that children have a great variety of needs and that each child is unique and special in some way. Through our attitudes, organization, and our partnership with you as parents/carers, we aim for every child to achieve the highest standard in all areas of their development. Our commitment is therefore to work with you to identify and support children's needs as early as possible. View full school

Welcome to Gwladys Street Primary and Nursery School. We are a large, friendly two-form entry Primary School situated in the Walton area of Liverpool. Vision Statement: "To provide the stepping stones for a successful future and fulfilling future with the Gwladys Street Family, celebrating generations of success". We want our school to be one: where everyone has access to an engaging, creative and challenging curriculum that promotes a love of learning. Where everyone feels safe, happy, and secure in our learning community. Where everyone works in partnership with the wider school community. Where Golden Opportunities are provided in an Inclusive Setting. Where everyone respects each other and works as a team to achieve our GOALS. Where children develop lively, enquiring minds, self-confidence, and independence. Which promotes a healthy lifestyle and positive, spiritual, and moral values. Gwladys Street C P and N School were visited by an assessor for the renewal of the Basic Skills Quality Mark. The assessor held discussions with the Headteacher, Deputy Head, Maths and English Subject leads a school governor, and a group of pupils. The assessor toured the school and was particularly impressed by Active Maths and the high standards the school is reaching. She was able to look at the school's assessment systems and a sample of children's books. We were very impressed by the group of pupils who spoke to the assessor as they were able to talk about how they use their maths skills in other areas of the curriculum and transferring their writing skills. Well done to all involved. The School currently holds Basic Skills Quality Mark, Liverpool Healthy Schools Award, Science Quality Schools Award - Gold, Liverpool PE Award - Silver, Reading Quality Mark - Gold, Sainsbury's School Games Award - Silver, Wildlife Trust - Wildlife Friendly Garden Award - Gold, Liverpool Maths Counts Quality Mark - Silver, RHS - School Gardening Campaign - Level 3, The Big Wildlife Garden - Green Award, Woodland Trust - Silver, Liverpool Echo - Highly Recommended. At Gwladys Street in years 1 to 6, we follow the Liverpool Local Authority plans which are linked to the New National Curriculum. The year groups have Block units to teach the skills of the National Curriculum through different genres for each year group. Each unit builds up children's speaking and listening skills, reading and comprehension skills, and composition skills through the teaching sequence of: Immersion Analysis Writing Children have the opportunity to embed their skills through Science and the International Primary Curriculum on an afternoon by reading and writing different text types. Learning about other cultures and religions is an important part of our development. We are fortunate to have a variety of different faiths and beliefs in our school. In RE this year, we are learning about Christianity, Judaism, Islam, Hinduism, and Sikhism. We follow the Liverpool SACRE scheme. In RE, we do not just learn about religious practices and traditions, but also think about what part we play in our world and society. This gives us a great opportunity to be reflective. During the Summer Term, the Nursery is taking part in an exciting project called ‘Building a Bridge of Books.’ The project will run for 6 weeks with each session lasting around 3 hours. It allows parents and children to come into school and work together with me to build an early love of reading. The overall aim of the ‘Building a Bridge of Books’ project is to encourage and foster a love of books in young children. By taking part in this project, parents and carers are supporting their child’s development of early reading skills, including speaking and listening. It will also help to develop and expand children's skills within other areas of learning including Personal, Social, and Emotional Development and Expressive Arts and Design. View full school

Grange Park Infant & Nursery School is fully committed to ensuring that every child receives the very best education and that all pupils reach their full potential in a safe, secure, welcoming, and nurturing school environment where everyone is valued equally. We also understand that some children may have factors in their lives that can affect their progress at school. All the staff and Governors at Grange Park Infant and Nursery School are strongly committed to developing young children personally and academically in a safe, secure, happy, and stimulating environment. We offer children a creative and challenging curriculum that caters to all abilities and interests. We have high expectations for all the children. We aim to nurture them to succeed as individuals and develop them into confident and independent learners. We endeavor to produce lifelong learners who will relish the challenges that our rapidly changing world has to offer now and in the future. The early years of a child’s life are very important. We aim to enable each child to reach their full potential by: Promoting educational excellence, matched to the ability of each child, in a welcoming, happy and caring environment Giving a firm foundation in literacy and numeracy skills Providing a broad and balanced curriculum – presented in a way that will be interesting to your child and will encourage him or her to want to learn Offering equal opportunities to all children in all areas of the curriculum and all aspects of school life Promoting tolerance and understanding between individuals and communities represented in the school Endeavoring to be a community that children and adults enjoy coming to, learning in, and sharing in the many relationships encountered here. There is a strong sense of purpose, energy, and drive amongst all members of staff generated by the knowledge that we are in a unique position to make a difference in the lives of the children. We see our school as a partnership between staff, children, and parents. We have a diverse school community and value the contribution all parents make to the school. The school continues to engage with the health agenda, as it has done from the outset and worked closely in partnership with Healthy Hillingdon. We are proud of our achievements in this area including the Mayor of London Healthy Schools Silver Award. The school offers Nursery places to 120 children. From September each year children as young as 3 years old start in the Nursery in Autumn Term with a staggered entry up to October. At Grange Park, we follow the National Curriculum. In this section, you will find information regarding the programs of study that pupils will follow throughout their time here and also extra-curricular opportunities that are open to them. At Grange Park Infant & Nursery School, we believe that everyone has the right to be treated with dignity and respect. We want everyone connected with this school to feel safe, secure, valued, and of equal worth. Our educational philosophy is built on providing a broad and balanced curriculum for every child, promoting mutual respect and tolerance of all members of the school community, and offering opportunities to all pupils in all subject areas and school life. All lessons are developed with our ethos in mind and ensure everyone can contribute. Our work to foster a culture of respect for selves and others includes holding regular assemblies and maintaining our Golden Rules and House Points systems. Our Equality Policy is the official framework for making sure that action is taken and ongoing plans are made to promote, maintain and improve equality in our school community. It has been written in consultation with the Equality Act 2010 and The Education (School Performance Information) (England) Regulations 2001. View full school

Our School Values are at the core of everything we do. They underpin our teaching and learning and provide an environment that prepares our pupils as confident, happy citizens. Our School Values have been created by our parents, carers, grandparents, governors, staff, and pupils. Our School Values help our pupils to be the best citizens they can be. Our School Values help our pupils to develop positive relationships, understand their feelings, develop empathy and understand how important their contributions are to school and community life. Our School Values are taught alongside the SEAL and ELSA program to fully support all our pupils' emotional, social and behavioral development. Graig-Y-Rhacca Primary and Nursery Community School is a wonderful place. We are honored to be the Headteacher of such a very special school. Our children are happy, polite, caring, hardworking, and keen learners. Staff is dedicated, motivated, enthusiastic, and committed to our pupils and our community. We are committed to developing positive relationships with our parents and our community to ensure the best for our pupils. In Graig-Y-Rhacca Primary and Nursery Community School we believe in our core values, these help our pupils to be the best they can be in school and our community. We are committed to ensuring that our pupils are given the best opportunities to excel. We provide our pupils with an array of enriching learning experiences and we ensure that all pupils learn in a warm, caring, and nurturing environment. We believe that for our pupils to achieve their best, they must thrive personally as well as academically. Children learn through first-hand experiential activities with the serious business of ‘play’ providing the vehicle. Through their play, children practice and consolidate their learning, play with ideas, experiment, take risks, solve problems, and make decisions individually, in small and in large groups. First-hand experiences allow children to develop an understanding of themselves and the world in which they live. The development of children’s self-image and feelings of self-worth and self-esteem are at the core of this phase. The Foundation Phase curriculum is planned as a progressive framework that spans four years (3 to 7 years) to meet the diverse needs of all children, including those who are at an earlier stage of development and those who are more able. Throughout their formative years, children’s learning develops more rapidly than at any other time. However, progress is not even and children go through periods of rapid development and times when they seem to regress. A curriculum for young children should be appropriate to their stage of learning rather than focusing solely on age-related outcomes to be achieved. Children should move on to the next stages of their learning when they are developmentally ready and at their own pace. View full school

We think Gospel Oak is a great school. We are very proud of the breadth of educational and extra-curricular opportunities we offer all our children. Life at our school is fun, happy, hardworking, and successful. We want our school to be a safe, welcoming place where children enjoy learning, work hard and achieve their best. We aim to provide a high standard of teaching and learning in lessons that are inspiring, broad and balanced. We have high expectations of our children's behavior and aim to help them develop into confident and self-sufficient individuals. We recognize and celebrate our rich and diverse school population. We aim to ensure that children, parents, carers, and staff enjoy true equality of opportunity and feel valued as part of the school community. We aim to work with parents and carers as partners in their children's learning. Our mission: Uphold our commitment to being an inclusive, community school. Develop and enhance our broad and relevant curriculum. Maintain and enhance the overall quality of teaching and learning, so that it is outstanding. Provide every child with the opportunity to develop their interests and meet new challenges Sustain and enhance high-quality provision throughout EYFS to maximize learning opportunities and progress. Maintain high standards and rates of progress in core subjects that are above national averages in KS1 and KS2. Attain rates of overall attendance that are above national averages. Develop contexts for learning that are reflected in high quality, interactive learning environment throughout the school. Encourage all parents and carers to be partners in their children’s learning. Develop our extended provision to the whole community and other partners in the local area. We provide a high-quality, rich, and exciting curriculum for all children, yet we know, from regularly monitoring progress, that some children will require extra provision that is additional to or different from the other children in their class. Where this is the case, we will look at whether the child would benefit from being placed on the Special Education Needs Register. We would always do this in conjunction with parents. This allows the needs of the child to be considered in an in-depth way through an Individual Education Plan. This plan allows for additional or different provisions to be planned. These plans are reviewed and updated regularly. View full school

Welcome to Goose Green Primary School, a vibrant and diverse academy in the heart of East Dulwich. We are a member of The Communitas Education Trust, working closely with the other schools in the trust to provide the best education based on strong pastoral and ethical values. Teaching and learning are at the heart of what we do at Goose Green. We have an enthusiastic and talented team of staff who help our children to be knowledgeable, curious, and caring learners. Children at Goose Green enjoy their time at school, they are immersed in a wide variety of exciting learning opportunities and develop a love of learning. Children leave here as confident, resilient, and independent young people, ready for the next stage in their learning journey. At Goose Green, we value the whole child. We support pupils to do their very best academically and we celebrate their achievements, but we don’t just value academic success. Our broad curriculum embraces the arts, with a strong emphasis on Music, Art, Drama, and performance. We support children to challenge themselves in sports and other physical activities. We encourage learning about ourselves, about our identity, and our place in the world around us. Our extra-curricular activities, after-school clubs, music tuition, and sports clubs offer a wide range of opportunities to learn in different and exciting ways, for children to do their best at school and to develop as individuals. As Goose Green pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school, we educate and provide boundaries for your pupils to make informed choices, through a safe environment and an empowering curriculum. We promote our school's anti-bullying policy through PHSE, drama, workshops, and school assemblies Pupils are encouraged to know, understand and exercise their rights and personal freedoms through circle time and the school PHSE curriculum Pupils are continuously advised on how to exercise their freedoms safely through the school e-safety program and PHSE curriculum Pupils develop Mindfulness skills Mutual respect is at the heart of the Goose Green ethos and values. Pupils learn that their behaviors affect their rights and those of others. All members of the school community treat each other with respect. Ethos and Values we promote: We aim to form a partnership with families and the community to prepare our diverse school population to become lifelong learners in a high achieving, inclusive, creative, nurturing, and safe environment. At the heart of our school, we value the strengths of all members of our school community. We believe in providing all children with the skills for lifelong learning through engaging children in a rich, challenging curriculum within a shared culture of safety and respect. At Goose Green, we believe that all learners are unique individuals who are entitled to realize their full potential. We believe that excellent learning occurs when children feel safe and are having fun. In our school, we respect all cultures and originality. We inspire lifelong learning and both adults and child learning new things every day. Goose Green is a richly diverse school. We actively promote diversity through our celebrations of different faiths and cultures. Religious educations and PHSE lessons reinforce the message of tolerance and respect for others. Members of different faiths and religions are encouraged to share their knowledge to enhance learning within classes and the school. Our school curriculum consistently encourages educational visits to different places of worship. At Goose Green, we aim to present the best possible learning opportunities to our children and continually review and evaluate the curriculum being offered. Our desire to ensure that learning was relevant, enjoyable, challenging, and reflective of our pupils while still covering the requirements of the Early Years or National Curriculum. Our curriculum is designed to meet the needs and aspirations of our children as well as make the most of the learning opportunities offered by the richness and diversity of our families, our local community, and the surrounding area. Phonics is taught from Nursery through Reception and Key Stage One using the “Letters and Sounds” scheme of work supplemented with resources from reading Write Inc. and Jolly Phonics. View full school

A warm welcome to Featherstone Primary School – an inclusive, multi-cultural school with over 700 pupils. The school has three forms of entry and a 100-place Nursery. Attached to our Nursery is a specialist speech and language base for children who have specific speech, language, and communication needs. Our dedicated and talented team of staff works hard to ensure that the children learn, make good progress, and are happy and safe. Pupils are well-behaved and enjoy coming to school. Situated in Southall and housed in a modern building, we have excellent facilities including large well-equipped classrooms, a library, ICT suites, and an extensive outdoor area including a large playing field and newly-installed playground equipment. When all the current grounds improvement work has been completed, the Nursery and Reception outdoor areas will be even more exciting and engaging areas for our youngest pupils to learn and play. All members of our community are valued and the school is well-supported by both our parents and our governors. We are a listening school and welcome the views and contributions of all members of our community. Working together, we will help the school go from strength to strength. These are our aims for pupils when they leave our school and move into adulthood: Pupils at Featherstone Primary and Nursery School will be able to communicate and respond to others with confidence and good manners. They will be literate, numerate, and knowledgeable. Pupils will be curious, able to think with increasing independence, and able to express themselves through the creative arts and appreciate the creativity of others. Pupils will appreciate the beauty of the world around them and be able to care for our environment. They will have respect for their heritage and faith and understand and respect the culture and faith of others. Pupils will understand the reasoning behind rules and understand how to resolve problems. They will be able to collaborate positively with others, develop leadership skills and contribute to the community. Pupils will know how to manage their safety, health, and well-being and how to promote this in others with empathy and understanding. Pupils will know how to learn, be motivated to learn, and know when and how to ask for help. They will be ambitious for their future, industrious and tenacious. The school offers the full Early Years Foundation Curriculum and National Curriculum subjects and sets high standards for the pupils to achieve. Support is given to children who speak English as an additional language and to those who have special educational needs. In addition to class teachers, there is a team of teachers and teaching assistants working to support pupils. Teaching approaches vary according to the age of the pupils. An integrated topic approach is used with the children in Foundation Stage, while the curriculum of the Upper Key Stage 2 is more frequently divided into subjects as part of the preparation for secondary education. Pupils in year 3 and year 4 are in a transition phase where both approaches are commonly used. Work throughout the school is differentiated to take account of the ability levels of the children. From Year 4 onwards children are grouped according to ability (setting) for some of their work. Children learn to use ICT (computers) in specific ICT lessons and use ICT skills in other curriculum areas. We plan activities and outings to encourage children to be excited about learning and about the topic they are learning. Children may go to visit a place of interest or a visitor may come to the school to develop pupils’ knowledge about aspects of the curriculum. These visitors may be a theatre group, a visiting author, or a sports specialist. View full school

Elmvale is a happy, friendly primary and nursery where pupils achieve to the very best of their ability academically, in the arts and sports. We are fortunate in having enthusiastic members of staff who work hard for the benefit of all our pupils. Our parents play an active part in the life of the school through the Parent Council and PTA. They organize social events for parents and pupils in the evenings and help out with fundraising, trips and assist in classes. We are a forward-thinking school and nursery and do all we can to help our children to become successful learners, responsible citizens, confident individuals, and effective contributors. Curriculum for Excellence is now being introduced across Scotland for all 3-18-year-olds – wherever they learn. It aims to raise standards, prepare our children for a future they do not yet know, and equip them for the jobs of tomorrow in a fast-changing world. Curriculum for Excellence enables professionals to teach subjects creatively, to work together across the school and with other schools, to share best practices, and explore learning together. Teachers and practitioners will share information to plan a child’s “learning journey” from 3-18, helping their progression from nursery to primary, primary to secondary, and beyond, ensuring the change is smooth. They’ll ensure children continue to work at a pace they can cope with and with a challenge they can thrive on. Curriculum for Excellence balances the importance of knowledge and skills. Every child is entitled to a broad and deep general education, whatever their level and ability. Every single teacher and practitioner will be responsible for literacy and numeracy the language and numbers skills that unlock other subjects and are vital to everyday life. It develops skills for learning, life, and work to help young people go on to further study secure work, and navigate life. It brings real life into the classroom, making learning relevant and helps young people apply lessons to their life beyond the classroom. It links knowledge in one subject area to another helping children understand the world and make connections. It develops skills so that children can think for themselves, make sound judgments, challenge, enquire and find solutions. There will be new ways of assessing progress and ensuring children achieve their potential. There will be new qualifications for literacy and numeracy and since 2013/14 new National 4 and 5 qualifications have been in place. Our well-regarded Access, Highers, and Advanced Highers will be updated to take account of and support the new approaches to learning and teaching. There’s personal support to help young people fulfill their potential and make the most of their opportunities with additional support wherever that’s needed. There will be a new emphasis by all staff on looking after our children’s health and wellbeing – to ensure that a school is a place where children feel safe and secure. Ultimately, Curriculum for Excellence aims is to improve our children’s life chances, to nurture successful learners, confident individuals, effective contributors, and responsible citizens, building on Scotland’s reputation for a great education. The school offers a broad and balanced curriculum made up of Languages and Literacy, Mathematics and Numeracy, Social Studies, Expressive Arts, Religious and Moral Education, Health and Wellbeing, Sciences and Technologies. Every child is given the same opportunity to attain his/her potential in all 8 areas of the curriculum. Below is an indication of the breadth of our curriculum and details of particular programs used. View full school

Close to central Harrow, our school is situated in a quiet residential area next to Kenton Park. We are fortunate to have extensive school grounds and a wealth of resources to support our children and their families. Recent newly built facilities include bespoke music teaching and instrumental tuition rooms, a physiotherapy room for our physically disabled pupils, and a food technology room. We are privileged to be one of Harrow Council’s additionally resourced primary schools for children with physical disabilities, who are fully integrated across the school. At Elmgrove, we inspire and nurture lifelong learners through effective teaching and learning whilst at the same time providing rich and truly enjoyable experiences for our children. We expect our children to achieve high standards in all that they do children only get one chance at education. We are proud of our staff and children’s diverse backgrounds, and we come together with an atmosphere of respect for each other. This is accomplished by good leadership, effective management, committed staff, governors, parents, and pupils working together as a team. At Elmgrove, children come first and our priority is to deliver high-quality teaching and learning whilst at the same time providing rich and truly enjoyable learning experiences for our community of children. Everything we do as a school is to ensure that the children achieve their very best. We are deeply aware that children only get one chance at their primary education and it is our job to ensure that they all reach for the highest levels of personal achievement and development. We want every child to be successful to reach for success from the very first day they join us and throughout their school lives so that when they leave us, they have a love of learning for the rest of their lives. At Elmgrove Primary School and Nursery we will strive to:- Provide a secure and stimulating environment that is conducive to all children having the opportunity to reach their full potential Have regard and respect for the experiences, knowledge, and cultural diversity that every child brings to school. To use this as a foundation for improving standards Value the achievements of all children, both in and out of school, and provide opportunities to develop self-confidence and a positive self-image Provide a supportive culture in which all staff are encouraged to extend, develop and share their expertise Ensure that issues of equal opportunities are considered in all our work Provide a curriculum based on the National Curriculum and Foundation Stage Curriculum that is broad, balanced, relevant, progressive, and appropriately differentiated Offer all children equal access to the curriculum and school life in the community where individual differences are appreciated, celebrated, understood, and accepted Encourage children to become good citizens, by developing caring attitudes and respect towards themselves, other children, adults, their school, and their community Recognize that children are constantly developing and ensure that the curriculum offered to them is appropriate to that development Encourage each individual to take responsibility for his/her behavior and to act as a good role model to others. At Elmgrove Primary and Nursery we aim to provide a stimulating school environment to ensure that all children achieve their maximum potential. However, the National Curriculum does not cover all areas, and we aim to ensure that children have as wide a range of experience as possible at school. We endeavor to teach to the highest standards in ways that match each child’s aptitude and ability. That means offering a curriculum that is broad, balanced, and right for each child. Children are taught using a variety of methods, which include whole class teaching, group work, and individual work. Teachers choose the most appropriate method depending on the nature of the subject and the needs of the children we believe that each child should be properly equipped with the basic tools of learning in particular in English and numeracy. These are given a very high priority by teachers and are soundly taught. Children’s personal qualities are equally important and we aim to help children to develop a sense of consideration and self-confidence so that they value themselves and their abilities and make a full contribution to the life of the school. All classes from year 1 to year 6 follow the National Curriculum which includes the subjects of English, Mathematics, Science, Computing, Geography, History, Music, Art, Design and Technology, Physical Education, and Religious Education. The approach we take is largely through topics or themes so that the work the children do in different ‘subjects’ is related although additional work is often planned in Mathematics and English more so as your child gets older. A topic usually covers a term or a half term. Teachers work together to plan the work that the children will do so that we can ensure that children are offered more challenges as they progress through the school. View full school

We are an inclusive and supportive school and we place individuals at the heart of everything we set out to achieve. We are ambitious for our children of all ages and of all abilities. Working in partnership with parents, carers, and children, our hardworking and committed staff strive to help each pupil become the best they can be in both academic and creative subjects. Our particular strength is in helping our youngest children, in Nursery and in Reception, to master the first skills they need to succeed and participate in learning. We work hard to create a safe environment in which our children feel able to challenge themselves and make mistakes, both of which are an important part of learning. Through our teaching of moral values, we provide the foundations for our children to develop into tolerant, committed, and confident citizens. We are delighted that you are considering our school for your child. Our provision is for 3 and 4-year-olds and children are admitted in September or January of each year. Priority is given to siblings of children in the school, and then proximity to the school. From the NSPCC website, safeguarding is the action that is taken to promote the welfare of children and protect them from harm. Child protection is part of the safeguarding process. It focuses on protecting individual children identified as suffering or likely to suffer significant harm. This includes child protection procedures which detail how to respond to concerns about a child. Safeguarding children and child protection guidance and legislation apply to all children up to the age of 18. At Darell Primary and Nursery School, we take the safeguarding of our pupils seriously. We all have a shared responsibility and a duty of care to safeguard our community. All members of staff, as well as volunteers and those who visit the school regularly, are all subject to enhanced DBS checks to ensure their suitability for working with children. At Darell, the staff is trained to know what to do should a safeguarding issue arise. Our volunteers undergo comprehensive safeguarding training so that they, too, are aware of our procedures. Mobile phones are not permitted to be used on-site by visitors or volunteers, and staff have all agreed to a comprehensive mobile phone policy and do not use their phones when children are around. The Early Years Foundation Stage caters to children in nursery and reception classes from 3 to 5 years of age. In the EYFS children learn and develop well and are kept healthy and safe. Children are given a broad range of knowledge and skills that provide the right foundation for good prospects through school and life. Key Stages 1 and 2 offer a broad, relevant, creative, and engaging curriculum taught through a topic-based approach using the Cornerstones Curriculum, a nationally-recognized approach for delivering outstanding learning opportunities for children. The Cornerstones Curriculum is a creative and thematic approach to learning that is mapped to the 2014 Primary National Curriculum to ensure comprehensive coverage of national expectations. Our new curriculum is delivered through Imaginative Learning Projects (ILPs) which provide a rich menu of exciting and motivating learning activities that make creative links between all aspects of our children’s learning. We believe children learn better when they are encouraged to use their imagination and apply their learning to engaging contexts. Our new curriculum provides lots of problems, applies themselves creatively, and expresses their knowledge and learning challenges throughout the academic year that will require children to solve understanding effectively across the curriculum. Cornerstones also provide a rigorous essential skills framework that outlines the end of year expectations in all subjects. These essential skills are tied to activities and are age-related so that staff can track children’s progress and identify their individual learning needs. All Richmond and Kingston maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and Disabilities and are supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. All schools are supported to be as inclusive as possible, with the needs of pupils with a special educational need, or needs, being met in a mainstream setting wherever possible, where families want this to happen. Admissions of pupils with SEND are considered on the same basis as those without SEND. The School Admissions Code of Practice requires children and young people with SEN to be treated fairly. The responsibility of a governor is to be strategic – to challenge, evaluate, monitor and support. Governors mustn't get involved in the day-to-day operation of the school, that is the role of the headteacher and staff. Governors and the school leadership are supported by a school improvement partner who is an expert in primary education and provides independent advice to continually assess the school's strengths and areas for development. At Darell, every governor is linked to a member of staff who has responsibility for a specific subject. Governors meet with their linked staff members two or three times a year to understand how their subject is taught, the main strengths and challenges, the use of teaching resources, and integration of the subject in the wider curriculum. Governors must also accept collective responsibility for all decisions taken, regardless of whether they voted for them, and ensure that the details of discussions in meetings, including the votes of individual governors, remain confidential. This latter point is crucial for ensuring mutual trust, which is essential for effective school governance. View full school

Our pupils enjoy their time at school and the learning that takes place. We offer an exciting curriculum that provides pupils with memorable experiences that stimulate their interest and enrich the learning. We have high expectations for all our pupils and the education we provide ensures that they achieve academic excellence. There is a strong focus on the vital skills of reading, writing, and mathematics, alongside the other areas of the curriculum. We are proud to serve a diverse, multi-cultural, and multi-faith community. Our pupils learn to embrace each other regardless of any differences. Pupils are empowered through developing their self-confidence, resilience, and life skills. We place a great deal of emphasis on each pupil’s overall growth so that they can make a positive contribution to society. “One of the proudest moments each year is when we say goodbye to the Year 6 pupils at the end of the summer term, knowing that they are fully prepared for the next stage of their learning journey.” At Dairy Meadow Primary School we embrace the fact that every child is unique. We are an inclusive school and encourage all children to be tolerant and understanding of the varying needs of others. We take an inclusive approach to teach pupils with SEND and provide for pupils with a wide range of needs and disabilities. Skilled teaching staff, delivering high-quality learning experiences that are appropriately differentiated and personalized, meet the needs of the majority of the pupils in our school. A minority of pupils require an additional special educational provision to meet their needs. The physical education (PE) and sport premium is additional funding provided jointly by the Departments for Education, Health and Culture, Media and Sport and goes directly to primary schools to spend on improving the quality of PE and sport for all children. At Dairy Meadow Primary & Nursery School we promote the fundamental British values of: Democracy The rule of law Individual liberty Mutual respect Tolerance of those with different faiths and beliefs. View full school

Our vision is to provide a Caring, Inspiring, Nurturing, and Successful environment for children to learn and thrive. The feel and atmosphere of the school have been likened to that of a village school although we are in the midst of Britain's second city. Our partnerships with other settings and relationships with families are a particular strength of the school. Cottesbrooke School opened as a combined Junior and Infant in 1933. In 1968 a new Junior School was built in Cedars Avenue at which point the school separated. The Infant School remained in the "temporary buildings" with a Nursery added in 1971. The Infant School was rebuilt in 1998 and the children are now accommodated in modern classrooms with all the facilities required for modern teaching methods including a separate library, specialist teaching areas, a networked computer system, and interactive whiteboards and visualizers in all the classrooms. On 1st April 2014, the school became an academy called Cottesbrooke Infant & Nursery School. The decision to convert was made by the governors following our successful Ofsted report in January 2013. We are a converter academy which means that the governors run the school rather than a sponsor or the local authority. This gives us greater freedom to make choices for the benefit of the children however the school still has a good relationship with the local authority. Cottesbrooke Infant & Nursery School is a popular school within the local community, educating successive generations since 1933, with many past pupils returning as parents themselves! The school’s most recent Ofsted Inspection (February 2017) rated the school Good and said that the school is an inclusive and positive learning community. As a result, pupils are enthusiastic and well-behaved learners. The staff value pupils’ work and efforts and encourage pupils to succeed and enjoy school. The school provides education for children aged 3 to 7 years over four years. This time is divided into two phases – Early Years Foundation Stage which consists of the Nursery and Reception classes and Key Stage 1 which consists of the Year 1 and Year, 2 classes. The Nursery class has a capacity for 78 children in total, 39 in the morning session and 39 in the afternoon session. The nursery offers part-time and full-time places. Reception, Year 1 and Year 2 each have the capacity for 90 children organized into classes of 30 children. The teachers consult with parents/carers formally on three occasions during the year to discuss children’s progress and at the end of the year, a written report is completed. However, parents/carers are welcome to meet with staff, including the Head Teacher, at other times as we endeavor to maintain an open-door policy. The school has a very committed group of supporters (Cottesbrooke Infant School Supporters – CISS) who organize a variety of successful fundraising activities which support a variety of school projects and initiatives. This has included the funding and resourcing of a Sensory Room and playground equipment and in the past has funded such purchases as all-weather suits for Foundation Stage children. All parents/carers are automatically members of CISS and are welcome to join the organizing committee at any time. Meetings are held approximately once per month. Throughout the year the children have an opportunity to join an after-school club. We are currently using some of our Sports Premium to fund a coach who is running various sports activity clubs after school. A Rainbows Guides group is also run by a member of staff who is also a Guides Leader. Cottesbrooke Infant & Nursery School sees educational support for parents/carers as part of its duty and classes for parents/carers in the past have included workshops on healthy eating, happy parenting, reading, writing, and maths skills and classes for English as an Additional Language. Our Senior Learning Mentor has organized services to support parents/carers with various problems for example around housing and debt management she also arranges parenting classes. We are proud to be inclusive and culturally diverse, teaching children how to get along in our society. We also focus on the essential basic skills of reading, writing, and maths which underpin our curriculum. Cottesbrooke Infant & Nursery School strives to ensure that all children fulfill their potential academically and develop positive life skills for the future. Cottesbrooke Infant & Nursery School promotes the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs. We also promote the universal virtues of courage, compassion, self-discipline, justice, and humility. These values and virtues form part of the teaching of all areas of learning in our school. Actively promoting these values and virtues means challenging opinions or behaviors in school that are contrary to fundamental British values. Staff does not have to ‘promote’ teachings, beliefs, or opinions that conflict with their own, but it is unacceptable for staff to promote discrimination against people or groups based on their beliefs, opinion, or background. View full school

Colmore Infant & Nursery School opened in 1909 and has successfully educated children for over a century. Many of the children that attend our school have followed in their parent's and grandparent's footsteps. We know that there is a strong community that supports the school and our reputation for maintaining caring alongside doing the fun things well- like the arts, makes us a popular choice locally. We remain committed to developing our children as well-rounded individuals who become sought after by our local secondary school and highly employable young adults. Most importantly we want our children to be happy and develop a real love of learning. We know that academic success relies on children being happy and confident. At our school staff, governors and parents work hard to ensure that the children reach their potential in a caring, safe, and creative environment where everyone is valued. Both schools put the child at the heart of all they do with a rich and broad curriculum and an ethos that builds self-esteem and confidence. When you visit Colmore, we hope that you will see that we aim to provide the children with an environment that is caring, stimulating, and academically challenging for them. The staff and governors believe that each child who attends our school is a special person who has skills to be developed, curiosity to be encouraged, difficulties to be overcome and goals to be achieved. We work hard to ensure that your child will develop a love of learning and the self-confidence to approach a wide range of situations both in and out of school. Class teachers have a responsibility to ensure that all children are supported within lessons using a variety of teaching and learning strategies appropriate to their needs including additional support from the class teacher and teaching assistants. At Colmore, we seek to promote and develop every child’s sense of independence and achievement within a supportive and nurturing environment. A ‘team’ approach is always adopted by class staff to avoid overdependency on one adult. Children may have access to the whole class, small group, and some 1:1 support dependent on their needs. This means that activities are planned according to the level the child is working at. For children who have social and/or emotional needs, our pastoral team provides support. This may take the form of social skills groups or specific interventions such as ‘Friends for Life’, a friendly ear, support at playtimes and dinner times, ‘meet and greet’ morning sessions to support the transition between home/school and encouraging children to participate in appropriate extracurricular activities including The Children’s University. Children may also have an Attachment Support Plan or a Behaviour Support Plan. View full school

Here, at The Minster Nursery and Infant School, we never forget that your child is a unique and sentient human being with the unknown potential to achieve amazing things. We are passionate and determined to do all we can to work with you to ensure the brightest future for your child not just for the time that your child is with us, but to help him/her on his/her way to having the best choices at 16, 18 and beyond. We place a high value on relationships to honor one another as though we, each of us, our sons and daughters of the King of kings. We ensure that everyone is valued and celebrated regardless of race, gender, age, disability, religion, or socio-economic background. Underpinning our ethos are four main principles: empathy, unconditional positive regard, honesty, and a non-judgemental approach. The mix of these ingredients means that our children have hope and can believe that bright futures are theirs to claim. These are the perfect conditions for optimum growth and progress. Although we are a big school, we have a ‘small school’ feel. We know that your child is not a stand-alone unit or a walking pack of ‘results data’. Your child belongs to a family unit that is often complex. This is why we have a Family Liaison Officer who is available to work with you through life’s ups and downs to help you provide the best childhood for your child. We have an exciting program of refurbishment in the school so that your child can learn, grow and develop in beautiful and comfortable surroundings. At The Minster Nursery & Infant School we aim to develop every child, intellectually, creatively, physically, emotionally, socially, morally, and spiritually, through the values of the Christian faith: By providing a happy, healthy, safe, and stimulating environment in which learning takes place. By providing a happy, healthy, safe, and stimulating environment in which learning takes place. by promoting, developing, and supporting a positive partnership between all children, families, staff, governors, and the wider community. by teaching a broad, balanced, challenging, engaging, and inspiring curriculum that extends the children’s interests and responds to their individual needs. by providing varied opportunities for imaginative and creative expression both individually and collaboratively. by providing opportunities for exploration and appreciation of our world near and far. by building an inclusive community of reflective and responsive learners that ensures equality of opportunity. by building an inclusive community of reflective and responsive learners that ensures equality of opportunity. by promoting understanding, acceptance, and respect for the religious, moral, and cultural values of each individual, and a concern for the needs of others. by recognizing and celebrating the achievements and joys of all children, families, and staff. As a school, we feel our Christian ethos complements the government’s requirement of ensuring that key British Values are taught. In reflecting the Christian ethos of our school, we create a caring and secure atmosphere, encouraging our children to be unique, creative, independent individuals, open-minded, and respectful of themselves and others in our school. Through initiatives such as Many Cultures One Family, we encourage cohesion by celebrating the children’s different cultural heritages and promoting peace and harmony as we work alongside each other in school and the wider community. View full school

The Hall School & Nursery is situated in a charming listed building The Grange Country House on the Rickmansworth Road in Northwood. The school provides a cozy and homely atmosphere in which the pupils (aged 1 – 7 years) feel happy and comfortable to learn and love education. Our class sizes are small so that every child can expect one-to-one attention and teaching, daily. We have specialist teachers for PE, Dance, French, and Music. We have various classrooms, ICT, and art rooms as well as a soft surface playground, outdoor sports arenas, and beautiful gardens for the pupils to enjoy. Each term the pupils go on educational school trips and enjoy taking part in school performances, events, and parties. The Hall School is the right setting for the child. Children are born to learn and are naturally inquisitive. The Hall School aims to provide a stimulating environment in which our enthusiastic teachers act as exemplary role models from which the children learn. Often children’s early learning ability is underestimated but we believe that, with the right approach, anything is possible. At The Hall School, children work in small groups, with a dedicated teacher and progress at their rate. By liaising with parents, individual needs and learning styles are identified, such that every child can achieve both their academic and social potential. The Hall School is a multi-faith and multi-cultural school where all staff and pupils show respect and care for one another at all times, regardless of race, color, ability, or creed. Because The Hall School knows that every single child is different, it offers each of its pupils – from Preschool through to 7+ – an individualized approach to education. This enables each pupil to have an agreed focus, set by their teacher or key worker in partnership with the child’s parents so that every pupil is encouraged to achieve their own personal best by identifying their particular learning needs. Targets are reviewed termly and discussed with parents at every parent interview. Class sizes are small to ensure children are taught at their own pace and that we can differentiate effectively to engage every child. Various learning styles are used to challenge each type of learner and to promote an inquisitive nature. The Hall School curriculum has been developed over several years to give the children an advance in academics alongside varied and interesting topics all promoted through fun-based activities and experiences. The Hall School uses a positive praise system to help establish a respectful and encouraging environment. Children are praised for their positive behavior, achievements, and social empathy prompting peers to follow this lead. The older children are encouraged to make good choices and to self-solve problems during the day. Merit badges are awarded weekly for those children that demonstrate friendly and positive behavior. We recognize that parents are the most important people for children’s early development. Close working between the school and parents is vital for supporting children’s learning. We aim to ensure regular communication with parents, keeping them informed of their child’s progress and involving them when setting individual education plans. We invite parents to join us at the beginning of each academic year to share the curriculum, structure, and working methods of each class and ensure that parents can fully support their children’s learning in the home environment. Teachers are available daily to discuss any needs as they arise as well as the regular parents' evenings and end-of-year reports. The Hall School strives to create strong links with a variety of organizations within the local area. The school works closely with the Hillingdon early years advisory team, service providers, places of worship, local shops, charities, and more. In doing so the children are given a chance to gain practical knowledge of the world around them, where they live and how a neighborhood works together. We also try to emulate this community spirit through our parent and pupils relations, with regular opportunities to get together and share achievements and ideas. View full school

The school was established in 1931 by the Dominican Sisters to serve the needs of the new parish of Burnt Oak and the existing parishes of Edgware and Kingsbury Green where no Catholic schools existed. We celebrated our eightieth anniversary in 2011 and created a Prayer Garden, in the playground, to mark the occasion. The Annunciation Catholic Infant School is a two-form entry school with a maximum of 232 pupils on the roll (180in school and 52 Nursery pupils). 91% of Nursery pupils transfer to Reception classes in September with some pupils remaining on the waiting list for places. In September 2017, 70% of Reception pupils will have attended our Nursery and 30% of pupils will join our school from other Nursery settings mostly within Barnet. Two-thirds or more of our pupils come from the Burnt Oak Parish which is one of the most deprived areas in Barnet. The school continues to have an excellent reputation within the local area and has been consistently outstanding in all Ofsted inspections We share a commitment to the task of Catholic education based on Gospel values of love and respect for all. The diversity of our school community gives us ample opportunity to value and celebrate the languages and cultures of the children and develop an understanding of what constitutes British Values. Respect for one’s own and others’ cultural background underpins relationships and behavior We are a community of children, parents, teachers, governors, and priests belonging to the parishes of Annunciation, St. Anthony's, and SS Sebastian and Pancras. As a Catholic school, Christ is at the heart of our community, where everyone is valued and loved. We acknowledge the importance of our partnership with parents, parishes, and the wider community. We value the role played by parents and their involvement in the education of children and the work of the school. We are an inclusive school offering excellence and enjoyment in learning and teaching, a place where every child is special and where every child is encouraged to do their very best. We aim to deliver a creative curriculum, delivered by a highly skilled, caring, and professional staff. We continue to strive for excellence in all we do. We always remember, however, that our children are cherished for what they are, not for what they may be able to accomplish. As a Catholic school, we stress the centrality of Religious Education within the curriculum. Our school ethos is based on caring, sharing, kindness, and forgiveness and we aim to help the children develop a personal relationship with God. We recognize the importance of a strong partnership between home, school, and parish. This is encouraged through shared worship through the celebration of the Eucharist and class assemblies and liturgies to which parents are invited. We follow the ‘Come and See’ Religious Education Programme throughout the school. There are also many opportunities during the day to help the children discover and appreciate the beauty and mystery of God’s world. In 2011 we established our Prayer Garden, which was blessed by Cardinal Vincent Nichols, as part of our eightieth-anniversary celebrations. Our school ethos and Behaviour Policy incorporate the value of respect, and pupils have been part of discussions and assemblies related to what this means and how it is demonstrated in our school. Our school rules and aims promote respect and tolerance for others and this is reiterated through our classroom and learning rules, as well as our Behaviour Policy. We aim to enhance pupils’ understanding of their place in a culturally diverse society and by giving them opportunities to experience some of these differences. Assemblies and discussions involving prejudices and different forms of bullying have been followed and supported by learning in RE and PSHE. This has been celebrated through our ‘Other Faiths Weeks.’ Pupils are also encouraged to understand and reach out to communities who are less fortunate than themselves and each year raise significant amounts for charity, demonstrating their respect for those who live in very different circumstances to ours. View full school

Education at Sunrise Primary and Nursery Schools is a harmonious balance between academic guidance, creative expression, and inner growth, to develop the highest potential in every child. Based on a synthesis of the UK National Curriculum, Montessori methods, and Neo-Humanist principles, our curriculum provides varied activities that allow for self-directed learning. Our holistic approach nurtures the all-around development of the child: body, senses, emotion, intellect, creativity, and spiritual awareness. We cater to children between ages 2-11. However, from November 2017 and until further notice, we are not able to offer 2-year-old places at our Tottenham Nursery. The Tottenham Primary School opened in 1987 and the Nursery in 2005. In 1998, Sunrise purchased a piece of land in County Clare, Ireland, and expanded our scope of operation with Sunrise Farm. Sunrise is part of a worldwide movement known as Neo-Humanist Education, the aim of which is to encourage a universal human society. The interaction of different cultures in our London schools enriches the children with an integrated outlook. We feel that our children are our most precious resource and that by providing them with a holistic base for life we can help bring about a bright, more enlightened future. Great importance is given to the daily circle. Circle time creates a family feeling of togetherness, a chance to share and listen, to sing and dance joyfully. It is a special morning time celebration where the magic and the true heartbeat of the school can be experienced by all from the youngest nursery child to the oldest children and by the teachers as well. Practicing this meditation in circle time each morning develops the children’s concentration and awareness and most importantly, Ives them a direct experience of their own inner life. The children learn to be still and feel love. Before meditation time we dance and sing kirtan with our eyes closed and our arms reaching upwards in a gesture of openness, a willingness to receive positive energy from the universe. Such meditation and ideation develop in the children a sense of security and peace within themselves and a feeling of love for the universe to which they belong. After this quiet time, the children can listen to a story, enact a drama or have a learning moment. Circle time helps to develop each child’s intuitive, creative and spiritual capacity. Sunrise Primary School and Nursery provides Spiritual, moral, social, and cultural development (SMSC) which includes the promotion of Universalism which also includes the incorporation of British values by Enabling students to develop their self-knowledge, self-esteem, and self-confidence. Enabling students to distinguish right from wrong and to respect the civil and criminal law of England. Encouraging students to accept responsibility for their behavior, show initiative, and understand how they can contribute positively to the lives of those living and working in the locality of the school and to society more widely. Enabling students to acquire a broad general knowledge of and respect for public institutions and services in England. Encouraging further tolerance and harmony between different cultural traditions by enabling students to acquire an appreciation of and respect for their own and other cultures. Encouraging respect for other people. Encouraging respect for democracy and support for participation in the democratic processes, including respect for the basis on which the law is made and applied in England. The school aims to take pupils to at least one place of interest per academic term as part of the British values learning curriculum. At Sunrise, we strive to awaken in the children a joy of learning and a thirst for knowledge that will remain with them all their lives. Imaginative play, games, and stories enhance instruction and the Montessori approach nurtures motivation and concentration. Yoga exercises, sports, and a vegetarian diet encourage a healthy and coordinated body. Music, arts, dance, and drama provide scope for Sunrise children to discover their expressive skills and a deep appreciation of the arts. Through gardening, nature studies, and care for animals, true ecological consciousness is awakened in the children who come to feel themselves as part of Nature. At Sunrise, the children practice a simple form of meditation. Feeling love within each day develops a direct experience of the inner self and a feeling of oneness with others and the world around. Sunrise’s unique curriculum imparts character-building values – integrity, moral courage, self-confidence, self-reliance, and a spirit of service. View full school