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We are a Church of England Primary School in the diocese of Southwark and are committed to ensuring that each child in our care lives life in all its fullness. Our commitment to you is that every child that comes through our doors, no matter what their background or ability, is given the very best start in life. We are a school where children come first, efforts are valued, ambition is nurtured, and where the potential of every child is realized. Cathedral School strives to provide an attractive, safe, well-ordered, child-centered place of learning within a Christian context. Maintaining and sustaining the highest standards of teaching and learning. The school seeks to work positively with parents and carers to fulfill the school’s expectation that all pupils are enabled to achieve at the highest level of which they are capable. As a Church of England Voluntary Aided School, Christian values are built into the ethos. There is a daily act of collective worship, which encourages spiritual development and a mutual understanding of life together. We place a strong emphasis on positive mutual understanding partnerships between home and school, and Parish Life. We attach a high priority to active involvement, building a sense of community, by providing a model of service to all. In the past few years, Cathedral Primary has gone from strength to strength. Our achievements are many, including our best KS2 results which were amongst the highest in the country. High expectations and great enthusiasm for learning are reflected in our extremely high results: In 2013, we were named 21st in the country by the Sunday Times, achieved 66.7% Level 5 in both reading and mathematics, and 29.2% of children achieved Level 6 in mathematics – which is over 5 times the national average. In 2014 the average score achieved by Cathedral School pupils in the examinations (Maths, Writing, Reading, and Grammar) was the highest in the borough. This news is excellent for the school and was on the back of being included in the Sunday Times ‘Top 600 Schools’ report published in November. In 2015 the average grade achieved by Cathedral School pupils in the examinations (Maths, Writing, Reading, and Grammar) was again the highest in the borough. We were also ranked 58th in The Sunday Times list. In 2016, we were again ranked in The Sunday Times list of top-performing schools, in the top 50. In 2017, the percentage of children who achieved a high score in Reading, Writing, and Maths in the KS2 examinations was three times the national figure. The school has received national recognition for the value it adds to its pupils’ high achievement in the key stage 2 tests. The school has qualified for two SSAT Educational Outcomes Awards by being in the top 20% of primary schools nationally their pupils’ high attainment, and in the top 20% for progress made by pupils between their key stage 1 tests, taken at age seven, and their key stage 2 tests, taken at age 11. We were the first school in the borough to achieve the ‘Level 1’ award from UNICEF and in 2013 achieved another borough first and were awarded the top ‘Level 2’ grading. Very few schools across the country hold this award. It is very special and in working towards it, it transformed the school and has had a great impact on teaching and learning and children’s attitudes to each other and the other children around the world. Because of it, our children are increasingly active in playing their part in shaping the world. Our school curriculum is dynamic, and units can be altered and changed within the school year. This could be in response to local and national events, special opportunities afforded the school, or to make even better cross-curricular links at a particular point in the year. The government has made some changes to the National Curriculum which is statutory from September 2014. This change has been a fantastic opportunity for us to review our school curriculum and to continue to develop and plan exciting and challenging learning opportunities for our children. Themed weeks are a fantastic idea because they are really fun and children learn more at the same time as enjoying themselves which I think is important! They seem to help children broaden their experience and awareness. We have always been very proud of our broad, balanced, engaging, and challenging curriculum and so have used this opportunity to incorporate the new National Curriculum requirements into the themes and topics we already have rather than make unnecessary changes. Much of the new curriculum had been trialed over the last academic year with teachers planning to the new requirements in subjects such as Literacy and Numeracy as well as Foundation Subjects. In particular, there will be an even greater focus on cross-curricular links between subjects such as Literacy, History, Geography, Art, and Numeracy as well as Computing and RE. Literacy will often be planned around a text and these may also relate to a topic in a foundation subject such as History or Geography. View full school

CTS is a vibrant, inter-cultural, outward-looking school. It is both inclusive and high-achieving. The personal, social, emotional, and moral development of each child is at the heart of what we do. We maintain excellent academic results and are proud of having among the highest point scores in reading and mathematics in Ealing. Almost a third of our 11-year-olds will have reached the levels expected of 14-year-olds by the time they leave school. Our high academic results go hand-in-hand with high levels of enjoyment, engagement, and the application of learning. We are judged outstanding by Ofsted and by our Diocesan Board inspections. We plan rich and memorable experiences by combining Christian values, global dimensions in learning, and Rights Respecting School approaches to create innovative programs of learning. This approach values art, performance, music, cultural development, and sport equally as important as STEM* subject studies. Our pupils come from over 40 different countries and more than half speak English as an additional language. They characteristically develop into thoughtful, confident, and articulate global citizens with a strong sense of social justice and youth leadership. They influence school life through the school council and house captain systems. Together with our wonderfully close and thriving parent partnership, we enable our international community in all its diversity to encourage and support each other. We share a vision for the development of 21st-century learners and leaders. We promote unity, tolerance, and respect and strong relationships exist between the various religious, cultural, social, and ethnic groups. CTS is a vibrant, inter-cultural, outward-looking school. It is both inclusive and high-achieving. The personal, social, emotional, and moral development of each child is at the heart of what we do. We have the vision to be an aspirational school delivering excellence in learning by being creative, inclusive, global in outlook, grounded in Christian faith, and preparing children for life. We aim to be a school where: Children have a zest for learning and a love of life Our curriculum is creative, rich, and coherent and makes learning stimulating, meaningful and relevant in a global context Our staff are skilled, creative, reflective, and collaborative practitioners Our pupils embrace the future with hope and confidence Parents are actively engaged as partners in their children’s learning and the life of the school Individuality and diversity is respected and celebrated Each person in our learning community knows they are treasured and loved by God We live out our Christian faith and values in every activity and relationship We can experiment, make mistakes, and have the confidence to try again We aim to make sure our curriculum: Is designed to give cohesion, meaning, and motivation to children’s learning, Develops the commitment, curiosity, and creativity of each child Has an outward-looking global dimension Develops learners confidence and awareness of rights and responsibility Recognizes the cultural diversity of the community we serve and the inter-dependent world in which we live Links children’s learning to people, places, and issues at a local, national, and international level Is enriched by visits, visitors, outdoor learning, and extracurricular activities Is creative, rich, and demanding, developing the imagination and creative use of media and materials Is seamless from one phase to the next Develops the whole child - is holistic and values personal, social, emotional, and individual growth Links the learning experience together into a meaningful whole by a thematic approach which stitches together the subjects of the National Curriculum into a ‘seamless coat of learning’ Meets the needs of all children and supports different learning styles Enables children to develop core skills in literacy, numeracy, and ICT and apply them across the curriculum Puts learning in a meaningful context by giving pupils first-hand experiences View full school

Our vision and values are at the core of everything we do. They underpin our teaching and learning and provide an environment that prepares our pupils as confident, happy citizens. We pride ourselves on the school’s family atmosphere & caring approach, we are proud of our links in the community and the relationship we have with our Church. The Equality Act 2010 replaced nine major Acts of Parliament, as well as almost a hundred sets of regulations, dealing with equality and discrimination. The Act provides a single, consolidated source of discrimination law, covering all the unlawful types of discrimination. The new law should make it easier for school leaders and governors to understand their legal responsibilities and tackle inequalities in education. In England and Wales, the Act applies to all maintained and independent schools, as well as academies and free schools. The Act covers all aspects of school life to do with how a school treats pupils and prospective pupils, parents and carers, employees, and members of the community. Everything a school does must be fair, non-discriminatory, and not put individuals or groups of people at a disadvantage. Saviour C of E Primary School welcomes a diverse population of students, staff, and carers. Through our broad and balanced curriculum, we ensure children have a chance to express their beliefs and opinions in a safe and non-judgmental environment. Our pupils are taught to be tolerant and respectful of others. Here, at Saviour, we believe that quality first teaching will enable our pupils to make good progress and reach their potential. However, there are sometimes barriers to learning which prevent some children from making as much progress as we would hope and this is when additional support or advice may be required. We have links with the local secondary schools, making the transition smoother when your child moves on to secondary education. Our staff works hard to provide the very best education for your child to help them succeed. It describes the role of national curriculum tests and teacher assessments, as well as how results are used. The Standards Testing Agency have published a leaflet to help parents understand what to expect in reports from schools about pupils’ assessments at the end of key stage 2 (KS2). It describes the role of national curriculum tests and teacher assessments, as well as how results are used. Saviour will nurture and support our children, staff, and carers. We will provide a secure and happy environment through the promotion of self-esteem and mutual respect, fostering a climate, which emanates a positive attitude with consistently high expectations of behavior, through a clear positive framework. We will develop clear procedures that are buihaspon a positive approach to behavior management, adopting effective classroom management strategies that promote self-esteem through PHSE, circle time, and recognizing and rewarding good behavior. Ensuring that pupils and parents are aware of what good behavior looks like and working in partnership to deal with poor behavior, applying consistent consequences when it occurs. Saviour is a learning community. We encourage staff to continually reflect on their classroom effectiveness. Staff is encouraged to spend time getting to their class by gathering as much information about each child by speaking to parents, the SENCO, headteacher, or the previous teacher. The class teacher should know aim to know their pupils as individuals. This means learning their names, family background, friends, personalities, and interests. Saviour CE Primary School aims to create and maintain a safe learning environment where all children and adults feel safe, secure, and valued and know they will be listened to and taken seriously. Our school is committed to the principles outlined in ‘Working Together to Safeguard Children 2013’ and ‘Keeping Children Safe in Education’, statutory guidance for schools and colleges, and implements policies, practices, and procedures which promote safeguarding and emotional and physical well being of children, young people, and staff. The school is committed to supporting the delivery of effective early help through multi-agency working, a consistent application of the thresholds, and the use of a single agency assessment. The Manchester Common Assessment Framework is embedded into everyday practice and procedures when responding to children’s needs and signposts children and families to appropriate preventative services. The children have access to appropriate curriculum opportunities, including emotional health and well-being, to support the development of the skills needed to help them stay safe and healthy, develop their self-esteem and understand the responsibilities of adult life, particularly regarding child care and parenting skills. Access to cross-curricular activities will provide opportunities to develop self-esteem and self-motivation and to help pupils respect the rights of others, particularly those groups who may be considered a minority. View full school