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Our primary school is where pupils will begin their journey through St Richard Reynolds Catholic College. We strive for excellence in all that we do and have a committed and talented staff who work tirelessly to achieve this. Our nurturing environment encourages, supports, and develops the spiritual, intellectual, moral, and physical development of every child. As well as being hugely ambitious academically for all our pupils, we want them to live lives that are fulfilled personally, socially, and spiritually. Choosing the right school is a vitally important decision. St Richard Reynolds will be a place where our young people will come first, be loved, listened to, challenged, and inspired. We are committed to the pursuit of excellence in all that we do and if you entrust your child to us you will see that we work tirelessly to achieve this. We are hugely ambitious academically for all our pupils. However, we also want them to live lives that are personally, socially, and spiritually fulfilling. The governing body is organized into several committees each with terms of reference setting out its responsibilities and delegated powers. These committees meet regularly and report to the chairman’s committee and the full governing body. The governing body is bound by a Code of Conduct. If your child has not been offered a place at a school you ranked as a higher preference than SRRCC, they will automatically be placed on our waiting list. Parents and carers have two weeks to accept or reject offers. If places become available, they will be offered to those on the waiting list according to the school's over-subscription policy. The school is a voluntary aided co-educational primary school within the trusteeship of the Diocese of Westminster. it will eventually provide 210 places for pupils between the ages of 4 and 11. The Reception curriculum follows the changes brought in with the Early Years Foundation Stage Framework in September 2012. It covers seven areas of learning three prime and four specific. The three prime areas are Personal, Social-Emotional Development, Communication, and Language and Physical Development. Success in these areas ensures that children will go on to achieve in the specific areas of learning Literacy, Mathematics, Understanding the World, and Expressive Arts and Design. Children will learn in a variety of ways in the classroom in a combination of adult-directed teaching and child-initiated learning. There will be a strong focus on objective-led planning which will provide the opportunity for each child to develop their understanding and make progress in a way that 3 engages them and appeals to their interests. In addition to the seven areas of learning, pupils will also take part in Religious Education lessons which will underpin teaching and learning within the classroom. Play and Exploration are a fundamental part of learning in Reception. It means children will choose activities where they can engage with other children or adults or sometimes play alone. During these activities, the children will learn by first-hand experiences by actively ‘doing’ as well as through scaffolding and modeling by adults. We will provide them with sufficient space both indoors and outdoors, time and choice with a range of activities. There will be a good variety of planned and prepared activities, as well as allowing time for the children to initiate their learning. Activities will be planned through discussion with the children around their current interests, as well as taking into account their learning styles and stages of development. Our environment will enable children to try things out and make sense of relationships, allowing all children to fulfill their potential. Assessment of learning is primarily through observation of pupils engaged in the range of cross-curricular activities, which are both child-initiated and adult-directed. Our primary assessment method is through the use of the online application ‘Tapestry.’ This application allows all staff working with EYFS pupils to contribute to the pupil’s profile. It also allows the opportunity for parents and carers to contribute towards the profile as recommended in the EYFS Statutory guidance. At the end of the Reception year, pupils will be assessed against 17 Early Learning Goals, with a judgment being made as to whether they are emerging, expected, or exceeding these goals. Pupils must be working at the expected level in the Prime areas (PSED, PD, and CLL) plus Literacy and Mathematics to be deemed to have made a good level of development (GLD). Appropriate interventions will be put into place to support pupils who have not reached GLD as they enter Year 1. The six existing Catholic primary schools in Richmond were rated by OFSTED as outstanding or good in terms of contribution to the community. They engage fully in borough sports, in charitable and community projects, in artistic, dramatic, and musical programs, and in ecumenical initiatives to name but a few. The new primary school will similarly engage in local events, activities, and opportunities across the borough and beyond. The High School will enable many local Catholic children to continue their education within Richmond rather than having to attend Catholic secondary schools outside the borough. This will allow them to take a more active part in their local community and to grow into responsible citizens who are proud of their local area. The College will seek to collaborate with all schools in the borough and to form productive partnerships with local businesses, religious groups, clubs, and charities. View full school

St Richard Reynolds Catholic High School was founded by the Catholic Church to provide education for children of Catholic families. The school is conducted by its governing body as part of the Catholic Church by its trust deed and instrument of government and seeks at all times to be a witness to Jesus Christ. As a Catholic school, Catholic doctrine and practice permeate every aspect of the school’s activity. The Catholic character of the school’s education must be fully supported by all families in the school. All applicants are therefore expected to give their full, unreserved, and positive support for the aims and ethos of the school. This does not affect the right of applicants who are not Catholic to apply for and be admitted to a place at the school by the admission arrangements. Our College Vision forms the basis upon which the curriculum is based. Our core purpose is to provide outstanding learning and teaching opportunities for all of our students. Our curriculum aims to offer challenges leading to the highest standards of personal achievement through the recognition of individual needs, according to ability and aptitude, and provides varied co-curricular experiences, as well as progression within and between Key Stages. As a voluntary aided school, the governing body has sole responsibility for admissions to this school and intends to admit up to 150 students to the sixth form (Year 12) in September 2018. This number includes students currently on the school roll who meet the required, school-determined, academic qualifications for their chosen course and who wish to be admitted to the sixth form. Internal Year 11 Students will be given their UCAS Progress usernames and passwords at the start of the autumn term and will be guided through the application process. Students who may already have self-registered will need to re-register using their school username and password. If students have any questions they can see Mrs. Richards, Sixth Form Manager, in the school office. External students may have been given a UCAS Progress login by their school or may register on the site themselves. The governors welcome applications from students at other schools and intend to admit a minimum of 30 students from other schools who meet the required, school-determined, academic qualifications for their chosen course but where there are more applicants than places available, priority will be given to the school’s current students, provided that they meet the required, school-determined, academic qualifications for their chosen course. We are committed to providing children with an inspiring academic experience that is pupil-centered and stimulating. We adopt a pioneering, global and independent approach to what we teach. Catholic religious education is the core subject of the curriculum to which all other subjects relate. The College seeks excellence in all subject areas: Mathematics, English, Sciences, Modern and Classical Languages, the Arts, the Humanities, Physical Education and competitive sport, and a particular specialism in Music will develop over time. We are deeply committed to opening the hearts and minds of our young people in every way. We have an outstanding enrichment provision, including sports, arts, clubs and societies, leadership and challenge activities, that all add up to high-quality education of the whole person. The College will develop a particular specialism in Music. We believe that this will lead to memorable experiences and outstanding examination results for our pupils. The formal curriculum is divided into a 31 period week at Key Stage 3, with each lesson lasting 50 minutes. Its purpose is to give a broad and balanced education to all our students which includes Religious Education, all National Curriculum subjects, and Latin. Students are also given opportunities to develop spiritually, socially, morally, physically, culturally, and academically. Religious Education is at the heart of our curriculum and lessons are carefully planned to ensure that all areas of the Bishops’ Curriculum Directory are met i.e. Revelation, Church, Celebration, and Life in Christ. “The outcome of excellent Religious Education is religiously literate and engaged young people who have the knowledge, understanding, and skills – appropriate to their age and capacity – to reflect spiritually, and think ethically and theologically, and who are aware of the demands of religious commitment in everyday life”. (The Bishops’ Curriculum Directory 2012) In both Key Stages, the formal curriculum is supplemented by the informal curriculum, which contributes greatly to the educational experience of students, as well as the Catholic ethos within which learning takes place. We work to ensure that students experience the richness of a Catholic way of living and believing in all areas of College life. After-school events, such as theatre trips, retreats, sports clubs, and music groups all serve to help our students fulfill their God-given potential. The governing body is organized into several committees each with terms of reference setting out its responsibilities and delegated powers. These committees meet regularly and report to the chairman’s committee and the full governing body. The governing body is bound by a Code of Conduct. View full school

St Richard Gwyn Catholic High School is an 11-18 mixed Catholic comprehensive school serving the population of Flintshire in North Wales. It was founded in 1954 to serve the Catholic population of Flintshire. It is one of three Catholic secondary schools in the Catholic Diocese of Wrexham, the others being St Joseph's Catholic and Anglican High School, Wrexham and Blessed Edward Jones RC High School, Rhyl. It is a mixed school, currently serving close to 1000 pupils (including a mixed sixth form of over 120). It draws its pupils and students from the Roman Catholic parishes of Flint, Holywell, Queensferry, Mold, Saltney, Buckley, Connah's Quay, Hawarden, and Pantasaph. St Richard Gwyn Catholic High School believes that good attendance at school is vital for a successful education and an important preparation for life after school. We, therefore, take steps to encourage all students to attend regularly and rigorously pursue unsatisfactory attendance. The school has a legal obligation to monitor attendance and to report any unauthorized absence. We endeavor to work closely with parents to improve attendance and also to liaise with the inclusion welfare service to access additional support as required. Authorized absences will include illness and approved educational activities. Exceptional circumstances such as bereavement, will also normally be authorized. Students must bring a note of explanation from a parent when they return to school after being absent. Should it be necessary to make a medical appointment during school hours advance notice in writing is needed? We cannot allow pupils to leave school without this permission. The Welsh Government has published a program of study for each National Curriculum subject (known as ‘Orders’, revised in 2008). The Orders share a common format to help schools plan across the curriculum. Each Order has a Focus Statement which encapsulates what each pupil should be taught at a particular Key Stage. Thus the knowledge, skills, and understanding that pupils should be taught are set out in a series of columns. Some subjects are provided with context/opportunity statements that indicate contexts for the development of knowledge, understanding, and skills or opportunities that can be provided throughout the program of study. In addition, all subjects in the National Curriculum have Common Requirements. These include a statement of Access for all pupils, including those with special educational needs (SEN) and those who are gifted or talented. The other Common Requirements emphasize the importance of providing opportunities, where appropriate, in all National Curriculum subjects for pupils to develop and apply Common Requirements related to communication, mathematical, information technology, problem solving and creative skills and to the Welsh Dimension and personal and social education. Individual departments’ policies and schemes of work highlight how the National Curriculum Orders are being met and how the Common Requirements are being developed. View full school

Our motto “In work there’s profit” crystalizes our aim to ensure that every pupil reaches their potential through hard work and support from our committed Teachers. We are here to work together to create a happy and successful School of the highest standard. We expect the best possible standards from our pupils and we will do our utmost to give every opportunity and guidance to them. Within the school community, we strongly believe in acknowledging and celebrating pupils’ achievements whether they be academic, cultural, or sports-related and this support is shown on this website. The School holds a very strong Welsh identity which reflects the area, pupils, and families that it serves. Through the ‘Welsh Curriculum’ we, daily, promote the use of the Welsh language, history, and culture of Wales. Education through the medium of Welsh is offered in a wide range of our subjects. We believe in working closely in partnership with parents and outside agencies to enable the pupils to achieve their goals. We kindly ask that Parents co-sign the School/Home Contract that formally acknowledges this partnership by noting the areas in which the school and home can collaborate. Our vision is “To work together to create a successful school which makes sure that all pupils reach their full potential within a safe, challenging, supportive and friendly environment.” Ysgol Henry Richard is a happy school, where everyone respects each other and where everyone’s opinions are valued. These early years are crucial. We want our pupils to flourish academically by being inquisitive and independent learners. At present, we are located over three comfortable campuses (primary campuses in Llanddewi Brefi and Tregaron and a secondary campus in Tregaron), and the next few years will be very exciting as the Secondary campus in Tregaron develops to become a 3-16 campus with excellent facilities. View full school

Our school is an inclusive and happy school where we all work hard to do our very best. We have a strong focus on the well-being and achievement of every child so that their time in our school is rewarding, enjoyable, and successful. We are aspirational for our pupils. To fulfill our vision and aims, we maintain a learning environment where high standards and creativity go hand in hand with excellent behavior, respect, resilience, and independence. Our vision is to uphold high expectations and standards to: Provide every child with their right to a high-quality education embedded in an inspiring and creative curriculum, enriched with opportunities to stretch their talents and interests Enable every child to use well-developed oracy skills to think, learn, reason, explore, communicate, create and influence Develop every child’s ability to be a creative thinker and problem solve Help every child to develop independence and resilience to enable them to be responsible and accountable for their learning and behavior Ensure every child is heard, understood, and valued In doing this we aim to ensure all pupils: Make learning a priority Develop aspiration and ambition Develop an enjoyment of learning Develop independence and self-discipline Work collaboratively and creatively Adhere to high expectations of behavior Rise to challenges Have a determination to succeed Have a voice and use it purposefully Have, and live up to high expectations Adopt our culture of ‘no excuses’ Make the most of the experiences provided in school Are successful and fulfilled Have self-respect and respect for others Commit to supporting each other to achieve We know that the learning environment we create is crucial to children being able to meet our aims. We commit to providing the care, support, guidance, resources, and conditions that will enable all pupils to meet our aims, and in so doing, have a fulfilled school experience that prepares them well for the next phase of their lives and education. Our school holds a lot of personal information – about pupils, parents, teachers, etc., and the new General Data Protection Regulation is the law that says how we can hold, use and store it. We have always been very careful with the personal data we hold and we will continue to have the highest standards under the new laws. At Richard Cobden Primary School we are committed to ensuring our pupils receive a high-quality education through an enriched curriculum that reflects the diversity of our community. We value and celebrate the diverse backgrounds of everyone at our school. We also value and celebrate being part of Britain. We place a high priority on helping our pupils to develop as confident and responsible citizens. In doing this, it is very important to us that our pupils have a clear understanding of their rights and responsibilities. This is achieved through the values, aims, and ethos of our school which is underpinned by the fundamental British values of: Democracy The rule of law Individual liberty Mutual respect and tolerance of those with different faiths and beliefs View full school

Welcome to Richard Cloudesley School. We are an 'outstanding' school for 80 pupils aged 2-19 years with physical disabilities and additional sensory needs. Our pupils are very happy at school and are encouraged to learn, achieve and be independent. We have the privilege of teaching some truly amazing young people. We have an open philosophy and strive to provide the best learning opportunities we possibly can. Our vision is to be a model of best practice in education innovation and collaboration that will provide guidance and inspiration locally and internationally. Our values are: Respect for the individual Value everyone’s contribution Commitment to collaboration Absolute integrity Ambition for excellence Professionalism in everything we do Inclusion is a basic human right. Inclusive schools are an integral part of an inclusive society where each belongs and everybody is welcome. The processes involved in inclusion are wide-ranging and varied. They consist of: Forging relationships Building community Increasing participation Curriculum planning is based on the National Curriculum to ensure it is broad and balanced. Learning is differentiated to take account of each pupil's individual needs, age and to build on prior learning. Our school reflects British values in all that we do. We encourage our children to be creative, unique, open-minded, and independent individuals, respectful of themselves and others in our school, our local community, and the wider world. At Richard Cloudesley School, we actively promote British values in the following ways: Democracy Rule of law Individual liberty Mutual respect and tolerance of those with different faiths and beliefs Your child will be learning skills, acquiring new knowledge, and demonstrating their understanding through 7 areas of learning and development. Children should mostly develop the 3 prime areas first. These are: Communication and language Physical development Personal, social, and emotional development The school recognizes its duty to protect our students from indoctrination into any form of extreme ideology which may lead to the harm of self or others. This is particularly important because of the open access to electronic information through the internet. The schools aim to safeguard young people by educating them on the appropriate use of social media and the dangers of downloading and sharing illegal and inappropriate material. Our definition of radical or extreme ideology is a set of ideas which could justify vilification or violence against individuals, groups or self.’ Our core mission of diversity permeates all we do. We place a strong emphasis on the common values that all communities share such as self-respect, tolerance, and the sanctity of life. We work hard to broaden our students' experience, to prepare them for life and work in contemporary Britain. We teach them to respect and value the diversity around them as well as understanding how to make safe, well-considered decisions. Richard Cloudesley School originally opened in 1903 when it catered for secondary-aged boys only. Since that time it has undergone many changes in philosophy, curriculum, and resources. In 1952, it amalgamated with a similar school for girls. We are now a split site school for pupils aged 2-19, co-located with mainstream partners in purpose-designed buildings which opened in 2008 and 2011. View full school

Richard Albion is a friendly, caring school community committed to achieving the highest standards and sharing the success of each individual. While we are a large school, every child is important to us. We want all our children to have a strong voice. We want each child to be safe and happy at school, to grow in confidence, and reach their highest potential both academically and also as a citizen within our community. We want to ensure that each child has a real sense of ambition about what they can and want to achieve. Sometimes learning can be difficult but we aim to instill in each child a sense of perseverance and the determination to do well and overcome any difficulties. We work hard to ensure that all our children become increasingly confident during their time with us and return to school eagerly each day it is important for us that our children enjoy their time at school happiness is one of our core school values. The school office manages admissions into the nursery while admissions into reception and the school are managed by the London Borough of Barking and Dagenham. Children can be admitted into our nursery, the September following their third birthday. Our nursery offers the 15 statutory hours a week that is a morning or afternoon session of three hours each day when the school is open during term time. Children will be admitted into the reception class on a full-time basis the September following their 4th birthday. Admissions into reception and the main school are managed by the London Borough of Barking and Dagenham. The link to the school admissions page can be found below. Admissions can be made online or in-person at the One Stop Shop. The One Stop Shop is based in Dagenham Library on the Heathway near Dagenham Heathway Tube Station. If you would like your child to attend Richard Albion Primary School please follow the link below to the Borough School Admissions webpage. It will help you choose the correct admissions form and there is a telephone helpline should you need advice or want to talk to someone in person. Rainbow is the name we give to our classrooms for children who have a place in our Additionally Resourced Provision. This caters to 20 children with complex learning needs. Places to this Resource are allocated by the Local Authority and not the school. These web pages show you what we do, what we teach and provide other useful information for parents, carers, and professionals. The policies which we think will be of most use to you as parents, carers, and professionals are listed below. Paper copies are available from the school office. These will be provided free to parents, carers, and prospective parents. A paper copy of any other information on our website can also be provided free to parents on request. Our Additionally Resourced Provision for children with moderate to severe learning difficulties and complex needs. We are proud to have our Additional Resource Provision for children with moderate to severe learning difficulties and complex needs. Known as our Rainbow Class, it is a center of excellence on which our staff and those in other schools can draw. The 20-place resource meets the needs of pupils from Reception through to 11 years of age and is staffed by specialist teachers and a range of support staff. All the children in the ARP have statements of special educational needs/ Education Health Care Plans and places are allocated by the local education authority. Usually, parents of a child who may be suitable for a place are referred to us for an initial discussion about suitability from either an educational psychologist or school special needs coordinator. We will discuss any child protection concerns we may have with parents/carers before contacting outside agencies, however, in situations where a child is suspected to be at increased risk of harm by doing so, the law says that schools may take advice from other agencies without informing parents/carers. The law requires all school staff to pass on information that gives rise to a concern about a child’s welfare, including risk from neglect, physical, emotional, or sexual abuse. As part of their job descriptions, all members of staff must respond to any child protection concerns they have and pass on this information quickly. These concerns will be swiftly managed by trained and experienced leaders. To do this, we work in partnership with social services. Our Governors are a group of people who work together, in the best interests of the children, parents, and staff. They meet twice a term, although occasionally there are smaller meetings of sub-committees. The Board of Governors was reconstituted in January 2014 and it was decided not to have sub-committees but to do all the work where possible through the two meetings of the whole Board each term. Governors and school staff have a responsibility to avoid any conflict between the interests of the school and their business and personal interests and their memberships of any other governing bodies or academy trusts. Our Governing Board demonstrates it is managing potential conflicts by maintaining a register of interests. To be SFVS (Schools Financial Value Standard) compliant, our register is maintained for governors, senior staff, and staff involved in procurement. The purpose of declaring such interests is to enable the governing body to put controls in place to ensure there is no conflict between a governor or staff member’s private interest and the school’s interests. This register sets out any relationships between governors and members of the school staff including spouses, partners, and relatives. Senior Staff and staff involved in procurement also declare relationships with other members of staff or consultants to enable adequate safeguards to be put in place. The definition of a relative includes spouse, partner, parent, parents-in-law, son, daughter, step-son, stepdaughter, child of a partner, brother, sister, grandparent, grandchild, uncle, aunt, nephew, niece. Richard Albion is a member of the Tollgate Teaching School Alliance is an alliance of over 30 schools that include Early Years Settings, Children’s Centres, and Primary Schools. The Alliance can offer high-quality support for teachers and leaders at all stages in their careers. It has National Leaders of Education leading schools and Local Leaders of Education. Many of its school leaders are trained Ofsted Inspectors and the Alliance has the widespread capacity to outreach and support schools’ development needs. The Tollgate Teaching Alliance also has about 40 Specialist Leaders of Education. View full school

Stockton University's Galloway, N.J. campus in the Pinelands National Reserve is reminiscent of one of America's beautiful national parks. Beachfront living and learning are now available at the new residential campus in Atlantic City. We also have locations in Manahawkin, Hammonton, and Woodbine. All of our locations are within easy driving distance of major metropolitan areas, including New York City, Philadelphia, Baltimore, and Washington, D.C. Founded in 1969 as a public, four-year college within the New Jersey system of higher education, Stockton University offers more than 40 undergraduate degree programs and 14 advanced degree programs, seven educational endorsement programs, seven certificate and preparation programs, and a vast array of minors. Stockton's 2,000-acre campus, situated in the Pinelands National Reserve, is New Jersey's largest university campus. The main campus is located in Galloway, and satellite centers are located in Atlantic City, Hammonton, Manahawkin, and Woodbine. Approximately 3,165 students reside in University housing, including apartment complexes, residence halls, and related properties. Stockton University's mission is to develop engaged and effective citizens with a commitment to life-long learning and the capacity to adapt to change in a multi-cultural, interdependent world. As a public university, Stockton provides an environment for excellence to a diverse student body, including those from underrepresented populations, through an interdisciplinary approach to liberal arts, sciences, and professional education. Stockton University will thrive as a distinctive regional institution, providing a diverse, values-based, student-centered environment of exceptional teaching and learning. As a community builder and partner in public service, Stockton University will remain committed to the positive development of New Jersey through scholarship and creative activity, civic engagement, and active stewardship. Stockton University is one of America's most distinctive public universities, consistently ranking among the nation's finest educational institutions. This distinguished university of arts, sciences, and professional studies is noted for exceptional program offerings and an interdisciplinary approach to learning while also providing students with a diverse, high-quality student, faculty, and staff population. Stockton's Office of Continuing Studies offers a wide variety of continuing workshops and seminars in the workforce and professional development. Programs are offered to meet the adult learner's needs seeking new knowledge that will expand career goals or sharpen current skills. Both face-to-face and online formats are available to meet the needs of the busy professional. Continuing Studies offers programs in project management, information technology management, and customized courses and conferences that strengthen leadership and management skills for the business community. Community members and organizations will find courses of interest for lifelong learners. Those courses provide educational opportunities in health and safety, personal development, and preparation classes for pre-college and graduate school examinations. Stockton Honors is an academic program that combines challenging courses with service to foster a warm, supportive intellectual community. Honors students can choose any course of study from Stockton's major, minor, and certificate programs while exploring South Jersey's opportunities to South Africa and all points in between. What unites us is a commitment to academic excellence, making the world a better place, and working creatively to achieve our goals. Stockton University believes that money should not be an obstacle to quality education. We are here to serve and counsel you regarding your financial aid options. Attractive residential life options are available for students at the Galloway campus and the Chris Gaupp residences just around the corner. Beachfront living and learning are now available on the new Atlantic City campus. Experience the unique natural wonders of the Pinelands or the beach. Since the mid-1970s, well over 900 Stockton students have completed para-professional internships in Washington, DC. One of the largest groups of Washington Center alumni is from Stockton University. It is widespread to find Stockton alumni – in the Washington, DC metropolitan region – who trace the trajectory of their career paths to their internships as Stockton undergraduates. The Washington Internship program is an intensive para-professional and academic experience in which Stockton students live, work, and study in the Washington, DC metropolitan region. Stockton University is affiliated with the nation's largest internship organization, The Washington Center. This organization provides all the significant facets of a student's internship experience, i.e., facilitating the application process, distributing the application to potential placement sites providing program activities, advising, supervision, and evaluation is hiring faculty for the evening classes providing housing and residence life activities. The Office of E-Learning provides leadership in developing and delivering technology-enhanced instruction by supporting faculty in designing environments for multiple instructional methods (online, hybrid, and face-to-face). We serve as a conduit for innovation in emerging instructional technologies, provide faculty opportunities to share pedagogical and technical resources, and encourage thoughtful reflection as they explore instructional tools for teaching in a digital age. The Office of Service-Learning provides the Students, Faculty/Staff, and Community Partners of the Stockton University community with opportunities to engage in "Service with a Purpose". Our reciprocal relationships allow Stockton to work with our communities and neighborhoods through classroom and co-curricular activities. View full university

We strive to provide a Christian education committed to excellence and helps every student discover and achieve their God-given potential. Our students graduate confident in themselves and well prepared to make a positive impact on society. Sometimes our students are the first in their families to ever enroll in university, and high ATARs, including 99.95, can be and have been achieved. In particular, our School has successfully nurtured an inclusive multicultural environment that celebrates our many nationalities, wonderfully enjoyed in our annual Heritage Festival activities. Indeed, at RJ, we are proud to be serving the families in Western Sydney with high quality and affordable Christian Education. We would love to welcome your family to our community so that your child, too, can feel they belong in "a larger family" and succeed in every aspect of their life. Our School steadily grew and became a Kindergarten to Year 12 School in 2007. Currently, over 920 students are enrolled in our Oakhurst Campus. The success of RJ has led to the establishment of a new Campus in the rapidly growing Marsden Park region of Western Sydney. Our Marsden Park Campus commenced in 2016 with a Pre-Kindergarten class and extended to Kindergarten in 2017. This Campus will expand to cater for all Primary Years and then Secondary students in time. Our School is named after Rev. Richard Johnson, the first Anglican minister to the new Australians, arriving with the First Fleet in 1788. Rev. Johnson was committed to sharing the Christian message and making a positive difference in the local community. Similarly, RJ desires to be a Christian witness to Western Sydney and provide valuable educational opportunities to the aspiring families in this region. RJ's Mission Statement is to provide a dynamic, caring Christian educational community, founded on the Lordship of Jesus Christ, to foster learning excellence. RJ's Logo incorporates both a tree (representing the goal of assisting each student in growing and mature) and a Bible (representing the foundation of the School on the Lordship of Jesus Christ). Our School is owned by The Anglican Schools Corporation, which delegates some matters (including RJ's strategic direction) to the Richard Johnson Anglican School Council that is made up of experienced and well-qualified volunteers. The responsibility for daily operational matters, including staffing, enrolments, and educational programs, rests with the Principal. Every five years, The Anglican Schools Corporation performs a comprehensive review of all its schools to ensure that they continue to provide a high-quality education shaped by the Bible. In 2015, the Review Chair, Dr. Stuart Quarmby, made the following observation about RJ This School, functioning very successfully in Oakhurst, within the surrounding demographics and extensive multiculturism, is extraordinary. It works because of the people. RJ is to be congratulated for establishing a grace‐filled culture of care for students, clearly connected to the staff's Christian ethos. View full school