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About Me

  1. On behalf of the Governors and my fellow staff, we offer a warm welcome to Whitchurch Primary School & Nursery. We take pride in our diverse and inclusive community and are committed to ensuring that every child is valued as an individual, and where parents and families as equal partners in all aspects of school life. At Whitchurch we have the highest expectations of all our children, both academically – our pupils consistently achieve well above national expectations – and socially. We place great emphasis on their personal, social, and emotional development by fostering caring attitudes, thoughtfulness, mutual respect, self-discipline, and self-confidence. They are encouraged to be creative, independent thinkers, to undertake areas of responsibility, and to grow as leaders. Our approach to learning is highly personalized, driven by our passionate team of staff who place great emphasis on ensuring the needs of every child are met, their abilities understood and their aspirations encouraged. We provide a calm, focused, and mutually respectful environment, one that is conducive to purposeful learning and creates a safe and supportive atmosphere for all. Our enriched curriculum seeks to prepare our pupils for life as responsible citizens by promoting British values whilst cultivating a global perspective of the challenges facing us in the 21st Century. Pupils often develop and use their entrepreneurial skills to support their school and local community as well as contribute to worthwhile national and international causes. We deliver the highest possible standards across all areas of school life. Our pupils enjoy learning because we make learning fun and exciting by providing a wide range of opportunities to satisfy their hunger to learn to help them achieve and ultimately exceed their potential. At Whitchurch, the child is the center of all we do. Our aims are: To create an exciting and challenging atmosphere, where children with enquiring, imaginative, and creative minds become independent learners. To maximize the use of technology to support learning in all areas of school life. To create a community that enables children to develop self-knowledge and self-esteem, so that they grow as confident, articulate, and responsible citizens and individuals. To provide a welcoming environment for all in the school community, where the motivation to learn will be enhanced by the partnership between home and school. To provide opportunities for children to gain maximum personal achievement. To develop in each child respect and care for one another and a tolerance and understanding of other races, religions, and ways of life. To help children acquire a broad understanding and appreciation of the natural and made environment. At Whitchurch, we center children’s education around not only their academic progress but their progress as individual people and citizens. We offer a wide range of experiences and activities that, combined with our general school policies and aim, promote each child’s personal development of the core values needed to be a successful and valuable member of our society. We believe in educating the children in our care to be good citizens and to develop the skills they need to have a successful and productive life. We celebrate the immense cultural diversity in our school and community through visits, assemblies, and more whilst holding in the center what it is to be a British citizen. We provide a broad and balanced PSHE, Citizenship, RE, and SMSC curriculum which explicitly teaches the children the importance of democracy, rule of law, individual liberty, mutual respect, and tolerance of those of different faiths. We are committed to keeping Whitchurch's children safe and happy for them to grow and flourish to their full potential in all aspects of their lives. If you would like to know more about our Safeguarding work here at Whitchurch please visit our safeguarding page.
  2. Our school is a happy, stimulating, and caring place and we expect high standards of behavior and good manners throughout the school. We endeavor to provide memorable experiences for our children. We continually encourage our children to explore, create and develop a real love of learning. We would be pleased to show you around Whiteheath Infant and Nursery School, for you to feel the friendly atmosphere here, allow you to see the children as they work and play together. We inspire, grow and recognize our achievements together”. Our school is: A safe and happy place to learn A vibrant community where we respect one another An inclusive environment where we develop a love of learning A place where everyone is challenged and their unique qualities are valued A setting where we develop logical and creative thinking Pupils are very happy, polite, welcoming to visitors, friendly, enthusiastic, caring towards each other and they behave very well around the school, in their lessons, and on the playground. They speak very highly of their school and its staff, for whom they have great respect and they know that they are listened to and cared for. Pupils enjoy learning and they explain how the teachers encourage and challenge them and make learning fun. There are opportunities for pupils to take on roles of responsibility in the school including the school council and the eco-warriors. We differentiate our teaching so that all children gain access to learning. All teaching takes into account the different abilities and maturities of the children. Every class has daily access to Teaching Assistants who provide individual and small group support. Teachers use a range of teaching styles and strategies. They ensure their teaching supports visual, auditory, and kinaesthetic learners (i.e. children who learn better by ‘doing’). The children work in a variety of ways including whole class teaching, group or pair work, individual teaching, collaborative learning, and ‘circle time’. As a ‘Thinking School,’ we aim to work with the children to build a toolbox of thinking strategies that will promote success in their learning. To help the children develop a positive approach to learning we teach Habits of Mind such as persevering, communicating with clarity, and striving for accuracy. Here's Mind maps are a set of visual tools we use for organizing ideas and information. De Bono’s 6 Thinking Hats helps the children to think in different ways for different tasks. Philosophy for Children develops a community of inquiry where questions are valued and explored. Good behavior is necessary for a happy, well-regulated school, where staff and children respect each other and effective learning and teaching can take place. We help our children to learn to be kind, helpful, understanding, and tolerant of others. We also encourage them to show self-discipline, a sense of responsibility, and self-confidence. Good behavior is a vital component of this and there we have a set of principles to ensure we can meet this aim. We are committed to safeguarding and promoting the welfare of children. We have very high expectations of behavior. We expect all staff, pupils and their parents to take collective responsibility for maintaining these high standards. At Whitehead Infant and Nursery School, we believe that each person is special. We believe that all children should have their needs identified, monitored, and addressed. This will ensure any child with SEN (special educational needs) will have the best possible educational experiences to support their level of learning within a broad and balanced curriculum.
  3. 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.
  4. 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.
  5. We are extremely proud of our school and hope your child or children will be very happy with us. Camrose is an average size primary school with a Nursery. As a Rights Respecting school our ethos is built around the rights of our pupils and the importance of being respectful and considerate towards each other. We also believe that we can only achieve the best for our pupils by working closely with parents and carers. Our School Vision Courteous, Considerate Young Adults Aspirational, Ambitious Pupils Motivated, Independent Learner Respectful, Inclusive Learners Opinions and Ideas Valued Safe, Stimulating, Welcoming Environment Enthusiastic, Passionate, Highly Skilled Staff. We will ensure that every child develops into responsible, active citizens through the encouragement of respectful, positive behaviors. We will enable every child to reach their full potential through a stimulating, challenging curriculum, appropriate to each individual's needs and rewarding their efforts. We will have high expectations and pursue excellence to build the confidence and self-esteem of all pupils. We will instill a caring attitude that respects the beliefs and abilities of all within the school and wider community. We will value and respect the opinions and ideas of all stakeholders. We will create a safe and stimulating environment that reflects our values and promotes a sense of self-worth and community. We will promote and share life-long learning through high-quality continuing professional development for all staff and by developing a learning culture throughout the school. Camrose Primary School is committed to building successful partnerships between the home, school, and the wider community. It is a place where everyone’s opinions are valued and respected and where our pupils develop a sense of responsibility, self-esteem, empathy for others, and independent thinking skills that will enable them to become active, global citizens. The importance of Laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school days, as well as when dealing with behavior and through school assemblies. Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves, and the consequences when laws are broken. Visits from authorities such as the Police Fire Service Local Magistrates etc. are regular parts of our calendar and help reinforce this message. Within school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school, we educate and provide boundaries for young pupils to make choices safely, through of provision of a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advise how to exercise these safely, for example through our E-Safety, Religious Education, and PSHE lessons. Whether it be through choice of challenge, of how they record or participation in our numerous extra-curricular clubs, pupils are given the freedom to make choices. We believe all children at Camrose Primary School have entitlement to learning experiences that will enable them to achieve their maximum potential. At Camrose, diversity is highly valued and children are encouraged to develop mutual respect and tolerance of each other and to believe that there are no limits to individual effort and achievement. We follow the London Borough of Harrow Guidelines for Learning Support in line with the National SEN Code of Practice for the identification and assessment of Special Educational Needs. Children who are identified as having Special Educational Needs may be supported on an individual basis, in small groups, or within the class through the differentiation of the curriculum. The ‘Good to be Green’ scheme is an effective way of promoting positive behavior, rewarding those pupils who consistently behave appropriately, and is a means of being able to track those pupils who find it harder to meet the school’s respectful behavior expectations. (see Behaviour Policy). Every child starts their day on a positive note with a green card displayed in their pocket of the Class Chart. The card says- ‘It’s Good to be Green!’ and the children soon learn to associate being on Green with a feeling of having done the right thing. If they are still on Green by the end of the day, the child ticks their name on the class chart. If during the day, in lessons, or around the school, a child has to be warned of inappropriate behavior or has broken a school rule, then an Amber Warning Card will be displayed over the top of the Green card. The warning gives the child the opportunity to reflect, consider and review their behavior. If a child is already on an Amber Warning Card, and they have to be told again of inappropriate behavior, then there are consequences. The Good to be Green Behaviour system is for monitoring and responding to behavior in class, in assembly, and at school events. It is not for the playground. The objective is for each child to stay green all week. Children who stay on green for 80% of the week receive a certificate from the teacher. A display board shows the pupils who have remained on Green all week and their achievement is celebrated during our fortnightly Celebration assembly.
  6. Welcome to Bruce Grove Primary and Nursery School. We are a busy but friendly two-form entry school that caters to Nursery to Year 6 children. Our students come from a wide variety of cultures with a great many children speaking a second language. Over recent years the progress made by our children has been very good although we are continually striving to improve. Our School Aims are: To enable every pupil to reach their full potential. To prepare all pupils to embark on a happy and successful life. To achieve this we believe they need: Self-motivation, self-discipline, self-confidence, and independence. A sound grasp of the basics of Literacy and Numeracy and the ability to express themselves clearly. The ability to work with others. The ability to respect themselves, their peers and develop as good citizens. To develop a moral understanding of their actions and choices. To have a good standard of manners, presentation, and personal hygiene. At Bruce Grove Primary School, we have developed an engaging and inspiring curriculum that will ensure children have high-quality learning experiences to develop their skills and become lifelong learners. Children in our Nursery and Reception Classes form our Early Years Foundation Stage (EYFS). This is a separate curriculum for children in this stage of school. It is planned to enable each child to explore the world in the ways that best suit them. We believe that children are active learners who learn through their senses, through investigation, experimentation, listening, watching, social interaction, questioning, and exploring. Your child is a special and unique individual and will be encouraged to develop their confidence, skills, and talents in these early years of education. Our Nursery prides itself on providing a safe and caring environment that offers the children both the opportunity to have fun and learn at the same time. The children have the opportunity to play, learn, experiment, and explore both inside and outside of the Nursery. We are learning to write and count all of the time in many different and fun ways. We also have an area for writing and reading, numbers, puzzles and games, painting, role play, building, sand and water, the list goes on. Pop in and have a look for yourself. Our goal is to enhance and embellish this curriculum, whilst maintaining a strong emphasis on acquiring the basic tools vital to early schooling. Every day is an adventure and a time of discovery. However, we carefully structure the work to help children develop their skills and relationships to enable them to reach their Early Learning Goals milestones by the end of the Reception year. We recognize that not all children develop at the same speed, or in the same way, so we differentiate accordingly allowing our more able children to achieve very high standards. By observing all children at work and play we can continuously assess progress and attainment. We maintain a profile of each child's development. At Bruce Grove Primary we use the Read Write Inc (RWI) program to get children off to a flying start with their literacy. RWI is a method of learning centered around letter sounds and phonics, and we use it to aid children in their reading and writing. Reading opens the door to learning. A child who reads a lot will become a good reader. A good reader will be able to read more challenging material. A child who reads challenging material is a child who will learn. The more a child learns, the more he or she will want to find out. Using RWI, the children learn to read effortlessly so that they can put all their energy into comprehending what they read. It also allows them to spell effortlessly so that they can put all their energy into composing what they write. Bruce Grove Primary is a culturally diverse school and we are proud to celebrate and promote our different backgrounds and beliefs. Our school motto is ‘Unity is Strength’. The ability to respect themselves, their peers and develop as good citizens is at the core of our aims and values. At Bruce Grove, children learn and reflect that their behavior choices affect their rights and those of others. The Bruce Grove Benchmarks form part of our school ethos and behavior policy in particular being ‘Respectful and Honest’. Pupils are part of discussions and assemblies related to what this means and how it is shown. Respect for others is reiterated through our classroom and learning rules, as well as within our behavior policy.
  7. 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.
  8. 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.
  9. 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.
  10. 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.
  11. 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.
  12. 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.
  13. 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.
  14. 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.
  15. 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.
  16. The Avenue Nursery and Pre-Preparatory School is an independent private school in Highgate bordering Hampstead, Crouch End, Muswell Hill, and Finchley. It was founded in 1977 and became a member of the IAPS (Incorporated Association of Preparatory Schools) in 2009. The school is situated in a quiet, residential street in Highgate, conveniently placed for easy access to the tube and local busses. It occupies a large, rambling Victorian house with a very large, spacious garden. The priority of our non-denominational School is the happiness and well-being of every child within a secure, friendly, and nurturing environment. We believe that children are our most valuable resource for the future and we are committed to providing an exciting and stimulating learning environment where every child is valued and encouraged to reach their potential. We achieve this by the introduction of a wide, varied timetable of extracurricular activities designed to inspire and challenge all our pupils. Music is an important part of the School’s provision with singing and the learning of a stringed instrument incorporated into the daily timetable. Drama, French, swimming, football, yoga, and ICT are all part of the curriculum at present. Offering a wide variety of timetabled activities available to all children regardless of their gender, race, religion, or family background benefits children in many ways. Our commitment to encouraging self-confidence, self-reliance, and self-esteem is underlined by the provision of these extracurricular activities. We also encourage independence of thought, the development of social and interpersonal skills, and a responsible attitude towards property and the environment. At The Avenue Nursery and Pre-Preparatory School, we are committed to providing the highest quality education for your child, inspiring their imagination and creativity within a caring and nurturing environment. Children are supported and challenged to reach their full potential in all areas, both academic and personal. Innovative teaching, an outstanding learning environment, and endless opportunities for adventure and discovery make The Avenue Nursery and Pre-Preparatory School a truly exceptional place for your child to begin their education. From the fun and creative play of early years learning, to the nurturing and preparing of children for the world beyond Year 2, The Avenue Nursery and Pre-Preparatory offers each child a unique and memorable learning adventure. The Avenue Nursery was founded by Mary Fysh and first registered in 1977, by the London Borough of Haringey, as a small child-minding group of 6 children. As the years progressed, the School outgrew its location in her home and moved into its current premises in September 1989 with a roll of 65 children aged from 2 1/2 years to 5 years. At that time, all children left the School after their Reception Year. The School was registered with OfSTED and was inspected regularly. A substantial building program was started in July 2000. A Hall, classroom, and library were added to the building, enabling us to extend our age range to include children to 7 1/2 years in Years 1 and 2. The School registered with the Department of Education as an Independent School in August 2004 and the first intake of Year 1 children commenced in September 2004. The following year the DfE inspected the provision at the school and confirmed its registration as an Independent School. OFSTED confirmed that the School was no longer required to be registered with the organization and the Ofsted registration was surrendered. The youngest children in the school are those that join us in the term they turn 3. They join a small class of approximately 8 children in the Autumn term. The class size increases in January and again in the Summer term. They enjoy the benefit of small class size in a nurturing environment, a gentle introduction to their school life. The children engage in a range of activities designed to develop their emerging skills in areas such as fine and gross motor control, social awareness, speaking and listening ability, and independence. This is valuable preparation for Morning Nursery the following September. We take the children throughout the year on stimulating educational school trips as they are a vital part of a child's education. The trips reinforce areas of learning and the enthusiasm it can bring a topic is immeasurable. The added benefit of important life skills like traveling safely as a group is highly valuable. These trips vary from year to year but may include trips to museums, galleries, and even the theatre. At The Avenue Nursery and Pre-Preparatory School, we aim to identify and encourage children who excel in one area of, or across the curriculum as a whole. The Avenue Nursery and Pre-Preparatory School is a non–selective school and as such we have a community of children who have varying skills and abilities. Some require additional support therefore we have a committed learning support team in-house that consists of our SENCO (specialist learning support teacher) and speech and language therapist. We believe early identification and intervention are the keys to future success. We have different levels of support that we can offer children that might require extra help. This ranges from in-class strategies, small group interventions, and one-to-one specialist teaching.
  17. “Every member of the school is unique in the sight of God. Our community is based on living the Gospel Values and leading our children towards a lasting belief in the Catholic Faith. We provide the highest quality education to enable children to reach their full potential and be thoughtful, compassionate, and effective citizens.” The children at St Augustine’s Catholic Primary School benefit from a stimulating and rewarding experience enriched by a wide variety of extra-curricular activities, sporting/musical success and community involvement, enthusiastic and committed staff, and a strong supportive partnership with parents. We will develop every child’s core skills of literacy and numeracy, as well as their talents and abilities, independence, and creativity We are a school committed to providing an excellent education, where the Gospel values of the Catholic Faith underpin our efforts to provide a quality education for all. We welcome parents into the school and are fully committed to a true partnership between your child, home, parish, and school. Our board of dedicated governors brings a wide array of skills, knowledge, and experience to the school. The governors, committed to ensuring that we get the best for the children, play a full and active part in the life of the school. The Pupil Premium (PP) is an allocation of funding provided to schools for supporting specific groups of children who are vulnerable to underachieving. These include children who are entitled to Free School Meals (FSM), those looked after by the Local Authority (LAC), and the children of Armed Forces personnel (AF). At St Augustine’s we are firmly committed to ensuring that all children regardless of their background are entitled to meet their full potential both academically and pastorally. The governors, who are representative of the school community, have overall responsibility for the school. The Bishop appoints Foundation Governors (they act to protect the distinctive nature of this Catholic school). The Local Authority and staff have representatives and other governors are elected by parents. The Governors visit the school and each governor has an area of particular interest or responsibility. Their guidance is paramount to the school’s stability and success.
  18. 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.
  19. Welcome to Early Learners Nursery, a very caring and happy place where every child matters. Mrs. Lyn Barrie, A UK qualified Early Years Teacher with 16+ Years of experience in Bahrain. We offer the highest quality of care and education. We welcome children aged approximately 15 months and 4+ years into the Smarties class, for our youngest children, from 15 months to 2 years. The Busy Bees class is for our slightly older babies born September to December. Our Bright Buttons, Clever Cats, and Dazzling Dolphins classes are for our Pre-Nursery children. The Superstars class is for Nursery aged children who will move on to 'big school' at the end of the school year after their fourth birthday. We are a small school, and we are proud of the loving and supportive atmosphere we have created, where children thrive as they develop emotionally and socially, and academically. Committed to all our children reaching their full potential, we have rigorous planning and assessment procedures, but they are delivered in a nurturing environment that fosters confidence and independent thought. There are three terms in each academic year. A non-refundablenonrefundable BD 50/- is payable at the time of registration, as well as a BD100 deposit to guarantee your child's place, which will be subtracted from the term fees. Fees are payable in advance and must be paid by the date quoted on your invoice, generally three weeks before the last day of the term before your child's admission to Early Learners. Fees are non-refundablenonrefundable and non-transferable, and we cannot give refunds or make any fee adjustments for any leave of absence taken during school terms. You may pay using cash ( BAHRAINI DINARS ONLY ) or a cheque. Please make cheques payable to EARLY LEARNERS. Early Learners believe that mealtimes should be a happy, social time where skills can be developed, and healthy eating habits are established. Please send a nourishing, child-sized snack. Two, three, and four-year-olds do not eat large amounts and prefer small quantities of several different foods, for example, two bite-size sandwiches, several slices of cucumber, and a piece of fruit. Please save chocolate and sweets for home! Drinks should be in cartons or flasks. Please do not send fizzy canned or bottled drinks of any kind!
  20. Al Fateh is a British curriculum preschool-school aspiring to provide care and education for children 18 months to 6 years old. Our professional staff provides a safe and nurturing environment where learning and play come together, ensuring your child is happy and protected at all times. We welcome every child and family into our setting regardless of race, religion, culture, ability, or gender. Our curriculum covers the seven areas of learning in a fun, stimulating way. With an emphasis on learning through play sensory activities. Our early year'syear'syear's curriculum also provides a framework to ensure that each child receives the best care and education for every aspect of their development. This will be achieved: Through a combination of planned activities, learning through play, and first-hand experiences. By close observations and continual assessment, identifying any specific problems a child has, these can be addressed early on. By careful planning and a theme each month. There is time for stories, music and movement, and outdoor play in a happy, comfortable atmosphere. In Al Fateh English Nursery and preschool-school, you can be sure that your child will be well cared for and encouraged to strive and develop to his/her full potential. Our vision is to nurture young children to be independent, creative, and confident learners. We recognize every child as individual and unique, but they share one common trait: they are born ready, able, and eager to learn. With this in mind, we strive to provide a stimulating environment where your child can learn by playing and exploring. Al Fateh Nursery and Pre-School is proud of the beautiful school that we have developed, and the great learning experiences and opportunities offered to our students. Our preschool-school is committed to providing a quality education for all students. We provide a broad curriculum, incorporating Bahrain and the United Kingdom'sKingdom'sKingdom's best practices, aimed at developing your child socially and academically in a bilingual environment.
  21. 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.
  22. At Brunswick Park, we strive to equip our children with resilience, creativity, adventure, and enterprise through the numerous opportunities we provide. The whole learning community is united in providing the best possible opportunity for effective learning. We provide a safe and happy environment in which we facilitate children’s access to the curriculum, by acknowledging and addressing the wide range of learning styles in our teaching through a creative and risk-taking culture. Integral to our success is our commitment to a supportive pastoral system involving pupils, parents, staff, and governors – adding to the close family spirit evident throughout our school. At Brunswick Park Primary School we give regular thought to how values can be used to support the child as a reflective learner and promote quality teaching and learning. In our society children are increasingly encouraged through advertising to think of happiness as something which can be found simply in the material world. They are generally encouraged to experience life in a world that is external to their inner selves. As a school community, we believe that the ethos of the school should be built on a foundation of values. All members of our school community strive to ensure that all pupils are happy, confident, independent learners who are capable of taking initiative, thinking creatively, and persevering to achieve. Children are encouraged to take risks and develop an enterprising spirit. At our school, you will find ’Values Education’ is embedded throughout the school, supported by an excellent pastoral system. Children are given opportunities to develop all their talents. Our house system encourages team spirit and healthy competition. Parents are recognized as key partners in their children’s learning. All members of our community are seen as learners, providing many opportunities for parents through our highly successful Parent Hub. Parents are involved in supporting their children’s progress. We believe that success comes from creating an open, nurturing, and stimulating environment. At Brunswick Park, we recognize that relationships matter whether you are in the classroom or in the wider community we want everyone to feel safe, secure, and above all happy. We believe that the most effective learning comes from having hands-on enjoyable and memorable experiences that feed the imagination and fuel the desire to find out more. Learning is enhanced by the wealth of opportunities provided in all areas of school life. At our school children enjoy Our exciting outdoor learning environment, including our award-winning garden. Themed focus on weeks and events e.g. science, technology, and art. Performing on world-famous stages, including the Royal Albert Hall and O2 Arena. Meeting and working with experts in their field. A variety of educational visits and residential trips, which bring learning to life.Enhanced and varied whole class and individual music tuition.Multimedia projects such as film making and animation. At Brunswick Park we constantly aim to raise children’s aspirations, helping them to become lifelong learners. We foster a spirit of resilience, perseverance, and a ‘can-do attitude within our school community – equipping children with skills for life. At our school, we are proud that we Promote healthy lifestyles through walking to school, sporting events, and quality play provision. Give learning a real purpose by making links to real-life experiences wherever we can. Develop responsible and active citizens through regular charity work and national and international links. Give children a forum to express their views through the School Council. Encourage enterprise initiatives within the curriculum, culminating in our Gold Go4It Award – the first school in the country to achieve it!
  23. 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.
  24. We are a Christian school that serves a diverse community and works in partnership with parents to develop the whole child. This is a very important time for the school as we attempt to improve the flow of information to all our parents as well as helping you to harness opportunities to further the learning of your children. Our passion is to educate the whole child. We value the importance of academic excellence but we seek excellence in all spheres of life whether that be spiritual, artistic, sporting, or service to the community. We achieve this by having a dedicated team that works closely together to understand the strengths of all our children and crucially welcome the partnership of parents to ensure we are successful with all our children. One of the advantages of being in a small school is that core understanding and partnership is so much easier to foster – we say that as someone whose previous role was in a 3 form entry school where that was very difficult to achieve. We look towards innovations to create a mindset of constant improvement and also are fiercely protective of the good things that we already do. We believe that working in partnership to develop the whole child is our core mission and this is why we have developed our curriculum which links as many different subjects into one core learning quest per half-term. This enables us to think of our reading and writing priorities as we are learning about science, history, geography, etc. rather than teaching them in isolation. Some subjects such as maths remain outside of this unless there is an obvious link. In the last year alone we achieved quality marks for International School Status, Geography, Science, and Inclusion for which we have been recommended to become a center of excellence. At St. Luke’s we are embarking on a new curriculum. Each class will have a topic that will last for each half term. There will be six topics across the year, each with a various focus. The topics have been designed to link the various topics that are taught across each year group in science, geography, history, and citizenship. These subjects will provide the stimulus for work in literacy, art, and DT. All work will be placed within one book which will showcase the child’s ‘learning journey through each topic. Our ‘whole child’ approach means achieving a fifth ‘Green Flag’ in our eco status that places us in the top 100 schools in the country for a sustainable approach to ecology. It also means us attaining the ‘Gold’ standard for our participation in a borough sports tournament and the co-ordinator of sports asking us the question, ‘How are you outperforming schools that are much larger than yours?’ The answer is the passion for sporting development within the staff several of whom have coached top-grade children’s sport and some have done so in a professional capacity. This approach runs parallel with a determination to open up new sports to our children which saw our KS2 children taking part in fencing, lacrosse, and archery last year in addition to the more obvious core sports. Our staff is working incredibly hard to keep improving this wonderful school that has a thread of service and excellence going back 150 years to our original covenant to serve the people of this area: a covenant that is cherished and protected by our governing body.
  25. 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.
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