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- On 17 August 1914, the Weston Agricultural and Allied Trades School opened on its present site at Weston, with five pupils. Two weeks previously, World War One had broken out, and immediately the growth of the new school was affected. After three years, numbers had increased to sixty and in 1925 the name was changed to Weston Farm Training School. At this time a two-year course was introduced with an emphasis on practical agriculture. In an old notebook written by John Kirby, who came to the Mooi River area in 1851, he speaks of teeming herds of game, amongst which were buffalo and lion. As time went by, the land slowly became occupied and the road to the North was developed. Originally, Weston was a village laid out at the junction of the road to the North and the Mooi River. This area was the cen+re for transport riders with their ox wagons. Wet weather often delayed transport and at such times there were large gatherings of travelers, wagons, oxen, mules, and servants. A post office was set up in 1854 and later the Lake Hotel. By 1866 there was sufficient demand for a bridge to be built across the Mooi River and Helen Bridge, still standing, was named after the daughter of Natal's Governor and Commander of the Imperial Troops, General J.J. Bissett. Helen, who was noted for her beauty, married the son of Sir Theophilus Shepstone. Near the Helen Bridge are the ruins of the Lake Hotel which was destroyed by fire. Consistent with Weston’s ethos of striving for excellence is the school’s holistic approach to education. This includes the integration of the CAPS curriculum as well as the completion of PAT (Practical Assessment Tasks) which form a component of their Grade 12 mark. Our Matric scholars write the National Senior Certificate (NSC) examinations. Should your son choose to follow a career in agriculture it is pleasing to know that all agricultural subjects carry points towards a Bachelor’s pass. It has always been our goal to educate boys for life through the integration of academic and farming instruction in such a way that each boy is allowed to optimize HIS potential. This includes all our boys, from average learners, who are recognized for effort attained in academics, to our top academic achievers. This approach to education has proved extremely successful in preparing our scholars for their future and is reinforced by qualified, dedicated, and committed staff who are passionate about their professions. We have a body of well-qualified teaching staff that is committed and passionate about our school and is always prepared to go the extra mile. They not only take an interest in the academic progress of the boys they teach daily but also in their wider areas of achievement on the farm or sports fields. There is an established link between physical activity and students' academic performance. A student's brain does not keep itself healthy independently. It is the connection with a healthy, moving body that can help improve brain performance. There is also very definite evidence of improved cognitive performance (attention, memory, concentration), self-esteem, mental health (reduced depression, anxiety, stress), enjoyment, and lesson engagement from school students' participation in physical activity. While engaging in sport, scholars also learn life skills such as teamwork, leadership skills, social growth, communication, time management, and maintaining a healthy lifestyle – a necessary skill in an age of convenience. We request parents to support us in this endeavor, as it is vital to both the physical and mental health of your child to remain fit and healthy during and after their adolescent years. Together with the School Code of Conduct, Weston Agricultural College has several school policies in place to ensure that our school is managed correctly and fairly. These School Policies have been approved by the School Governing Body (SGB) as elected by the parent body of Weston Agricultural College. We encourage all parents to ensure they are familiar with the Code of Conduct and these policies. Hard copies are available from the School’s Front Office. View full school
- As a school, we strive to ensure that every child is happy, safe, and enjoys learning. By working in partnership with the parents and carers in our rich and diverse community, we provide an environment where children can grow and develop into responsible, successful young people who have high aspirations and are confident in their abilities. Our school setting is truly innovative. We make the best use of our recently built facilities which provide us with an outstanding learning environment in Central London. Together, our primary department and children's center share the campus with Richard Cloudesley Special School (Primary Department). We are all based in Golden Lane Campus on Whitecross Street, Islington where we were relocated in 2008. Our Commitment: "We will work together to develop children as individuals who achieve high academic standards, develop their talents and contribute to the world around them as independent thinkers, community builders, and keen ambassadors of Prior Weston. We would like them to be happy and healthy as we are committed to their general well-being". We want Prior Weston Children to: Be resilient and curious learners, who think for themselves and are ready to take their next steps with confidence. Discover and grow their unique talents so they feel valued as rounded individuals and are well equipped for the future. Love learning, excel and build ambitions that match their potential. Be excited by a broad, creative curriculum that makes full use of our location. Achieve educational standards to their maximum academic potential and develop the knowledge and skills to lead them securely and confidently onto the next stage. Build strong friendships and develop a sense of mutual respect, responsibility, inclusion, and community. In Nursery and Reception children follow the Early Years Foundation Stage Curriculum (EYFS). The Early Years Foundation Stage is the stage of education for children from birth to the end of the Reception year. It is based on the recognition that children learn best through play and active learning. The learning environment is key to a child’s progress. A rich and varied environment supports children’s learning and development. It gives them the confidence to explore and learn in secure and safe, yet challenging, indoor and outdoor spaces. The indoor learning environment provides a safe, secure yet challenging space for children to learn. It contains resources that are appropriate, well maintained, and accessible for all children. The outdoor learning environment has a positive impact on children’s sense of well-being and offers opportunities for doing things in different ways and on different scales than when indoors. We support pupils with a wide range of Special Educational Needs and Disabilities (SEND). We actively ensure that all pupils feel welcome and an integral part of our school. Our modern building is fully wheelchair accessible. For children with any additional needs, support is available within the school from the SENCo - Simone De Juan. Implementation of the New Curriculum we have created a system that is aligned to the expectations of the new national curriculum. We will be reporting children’s attainment in terms of their age-related expectations. View full school
On 17 August 1914, the Weston Agricultural and Allied Trades School opened on its present site at Weston, with five pupils. Two weeks previously, World War One had broken out, and immediately the growth of the new school was affected. After three years, numbers had increased to sixty and in 1925 the name was changed to Weston Farm Training School. At this time a two-year course was introduced with an emphasis on practical agriculture. In an old notebook written by John Kirby, who came to the Mooi River area in 1851, he speaks of teeming herds of game, amongst which were buffalo and lion. As time went by, the land slowly became occupied and the road to the North was developed. Originally, Weston was a village laid out at the junction of the road to the North and the Mooi River. This area was the cen+re for transport riders with their ox wagons. Wet weather often delayed transport and at such times there were large gatherings of travelers, wagons, oxen, mules, and servants. A post office was set up in 1854 and later the Lake Hotel. By 1866 there was sufficient demand for a bridge to be built across the Mooi River and Helen Bridge, still standing, was named after the daughter of Natal's Governor and Commander of the Imperial Troops, General J.J. Bissett. Helen, who was noted for her beauty, married the son of Sir Theophilus Shepstone. Near the Helen Bridge are the ruins of the Lake Hotel which was destroyed by fire. Consistent with Weston’s ethos of striving for excellence is the school’s holistic approach to education. This includes the integration of the CAPS curriculum as well as the completion of PAT (Practical Assessment Tasks) which form a component of their Grade 12 mark. Our Matric scholars write the National Senior Certificate (NSC) examinations. Should your son choose to follow a career in agriculture it is pleasing to know that all agricultural subjects carry points towards a Bachelor’s pass. It has always been our goal to educate boys for life through the integration of academic and farming instruction in such a way that each boy is allowed to optimize HIS potential. This includes all our boys, from average learners, who are recognized for effort attained in academics, to our top academic achievers. This approach to education has proved extremely successful in preparing our scholars for their future and is reinforced by qualified, dedicated, and committed staff who are passionate about their professions. We have a body of well-qualified teaching staff that is committed and passionate about our school and is always prepared to go the extra mile. They not only take an interest in the academic progress of the boys they teach daily but also in their wider areas of achievement on the farm or sports fields. There is an established link between physical activity and students' academic performance. A student's brain does not keep itself healthy independently. It is the connection with a healthy, moving body that can help improve brain performance. There is also very definite evidence of improved cognitive performance (attention, memory, concentration), self-esteem, mental health (reduced depression, anxiety, stress), enjoyment, and lesson engagement from school students' participation in physical activity. While engaging in sport, scholars also learn life skills such as teamwork, leadership skills, social growth, communication, time management, and maintaining a healthy lifestyle – a necessary skill in an age of convenience. We request parents to support us in this endeavor, as it is vital to both the physical and mental health of your child to remain fit and healthy during and after their adolescent years. Together with the School Code of Conduct, Weston Agricultural College has several school policies in place to ensure that our school is managed correctly and fairly. These School Policies have been approved by the School Governing Body (SGB) as elected by the parent body of Weston Agricultural College. We encourage all parents to ensure they are familiar with the Code of Conduct and these policies. Hard copies are available from the School’s Front Office.
The Cambridge School of Weston is a progressive, coeducational, day and boarding school for grades 9 through 12 and postgraduate. Established in 1886, we are dedicated to fostering individual strengths and multiple intelligences through a wide range of challenging courses and various teaching styles. Our unique Module System fosters deep learning and innovative teaching in all disciplines. Classes are an hour-and-a-half-long, and students concentrate intensely on three subjects at a time. Our curriculum is diverse and interdisciplinary, combining demanding academics with extensive visual and performing arts offerings. Students are encouraged to explore new educational experiences and areas of study and be proactive in planning their academic schedules. We offer more than 300 courses. No two student schedules are alike. Each student works with an advisor and the Academic Office to create a unique academic schedule that balances personal interests with college expectations and graduation requirements. Ultimately, each student's schedule aims to provide balance, rigor, and stimulation throughout the year. The Cambridge School of Weston's mission is to provide a progressive education that emphasizes deep learning, meaningful relationships, and a dynamic program that inspires students to discover who they are and their contribution to their school, their community, and the world. CSW's core values guide the way we interact with each other and with the community at large. They have been designed through a highly collaborative and iterative process and are deliberately aspirational. As a community, we value: We recognize every human being's potential and are committed to helping each student cultivate their unique interests and passions. We believe that students learn best through active engagement and a process-oriented approach that emphasizes multiple perspectives, wrestling with complexity, and creative problem-solving. We know that the outstanding education we offer is possible only because of the varied ethnicities, races, socioeconomic classes, religions, family structures, sexual orientations, physical abilities, gender identities, learning styles, and other identities that make up our community. We purposefully engage inequitable practices, working to provide an opportunity for individual and shared success. We value each voice in our community—listening, understanding, challenging, and engaging each other as we work together to shape every aspect of the CSW experience. We are invested in each other's the well-being and social and academic growth. We believe in the power of the CSW community to help create a more just and sustainable world. The Cambridge School of Weston's progressive and intensive academic program challenges our students to be inquisitive, innovative, and invested learners. We allow students to actively shape their education through our distinctive Module System, which has been a cornerstone of CSW's academic approach since 1973. Students take just a handful of classes throughout the year, allowing for longer class hours and intensive study in each subject area. We offer incredible breadth and depth in our curriculum—with more than 300 courses to choose from, no two student schedules are alike. The flexibility and variety within the Mod Plan allow our students to meet core academic requirements and explore individual curiosities and passions at the same time. In all of our classes, we incorporate primary resources for research, advocate learning through multiple perspectives, encourage lively discussion and debate, and emphasize our commitment to social justice—in the words we speak and the actions we take. Through our dynamic program, CSW students learn to think critically and creatively, ask questions, and develop self-awareness and discipline.
As a school, we strive to ensure that every child is happy, safe, and enjoys learning. By working in partnership with the parents and carers in our rich and diverse community, we provide an environment where children can grow and develop into responsible, successful young people who have high aspirations and are confident in their abilities. Our school setting is truly innovative. We make the best use of our recently built facilities which provide us with an outstanding learning environment in Central London. Together, our primary department and children's center share the campus with Richard Cloudesley Special School (Primary Department). We are all based in Golden Lane Campus on Whitecross Street, Islington where we were relocated in 2008. Our Commitment: "We will work together to develop children as individuals who achieve high academic standards, develop their talents and contribute to the world around them as independent thinkers, community builders, and keen ambassadors of Prior Weston. We would like them to be happy and healthy as we are committed to their general well-being". We want Prior Weston Children to: Be resilient and curious learners, who think for themselves and are ready to take their next steps with confidence. Discover and grow their unique talents so they feel valued as rounded individuals and are well equipped for the future. Love learning, excel and build ambitions that match their potential. Be excited by a broad, creative curriculum that makes full use of our location. Achieve educational standards to their maximum academic potential and develop the knowledge and skills to lead them securely and confidently onto the next stage. Build strong friendships and develop a sense of mutual respect, responsibility, inclusion, and community. In Nursery and Reception children follow the Early Years Foundation Stage Curriculum (EYFS). The Early Years Foundation Stage is the stage of education for children from birth to the end of the Reception year. It is based on the recognition that children learn best through play and active learning. The learning environment is key to a child’s progress. A rich and varied environment supports children’s learning and development. It gives them the confidence to explore and learn in secure and safe, yet challenging, indoor and outdoor spaces. The indoor learning environment provides a safe, secure yet challenging space for children to learn. It contains resources that are appropriate, well maintained, and accessible for all children. The outdoor learning environment has a positive impact on children’s sense of well-being and offers opportunities for doing things in different ways and on different scales than when indoors. We support pupils with a wide range of Special Educational Needs and Disabilities (SEND). We actively ensure that all pupils feel welcome and an integral part of our school. Our modern building is fully wheelchair accessible. For children with any additional needs, support is available within the school from the SENCo - Simone De Juan. Implementation of the New Curriculum we have created a system that is aligned to the expectations of the new national curriculum. We will be reporting children’s attainment in terms of their age-related expectations.- The Cambridge School of Weston is a progressive, coeducational, day and boarding school for grades 9 through 12 and postgraduate. Established in 1886, we are dedicated to fostering individual strengths and multiple intelligences through a wide range of challenging courses and various teaching styles. Our unique Module System fosters deep learning and innovative teaching in all disciplines. Classes are an hour-and-a-half-long, and students concentrate intensely on three subjects at a time. Our curriculum is diverse and interdisciplinary, combining demanding academics with extensive visual and performing arts offerings. Students are encouraged to explore new educational experiences and areas of study and be proactive in planning their academic schedules. We offer more than 300 courses. No two student schedules are alike. Each student works with an advisor and the Academic Office to create a unique academic schedule that balances personal interests with college expectations and graduation requirements. Ultimately, each student's schedule aims to provide balance, rigor, and stimulation throughout the year. The Cambridge School of Weston's mission is to provide a progressive education that emphasizes deep learning, meaningful relationships, and a dynamic program that inspires students to discover who they are and their contribution to their school, their community, and the world. CSW's core values guide the way we interact with each other and with the community at large. They have been designed through a highly collaborative and iterative process and are deliberately aspirational. As a community, we value: We recognize every human being's potential and are committed to helping each student cultivate their unique interests and passions. We believe that students learn best through active engagement and a process-oriented approach that emphasizes multiple perspectives, wrestling with complexity, and creative problem-solving. We know that the outstanding education we offer is possible only because of the varied ethnicities, races, socioeconomic classes, religions, family structures, sexual orientations, physical abilities, gender identities, learning styles, and other identities that make up our community. We purposefully engage inequitable practices, working to provide an opportunity for individual and shared success. We value each voice in our community—listening, understanding, challenging, and engaging each other as we work together to shape every aspect of the CSW experience. We are invested in each other's the well-being and social and academic growth. We believe in the power of the CSW community to help create a more just and sustainable world. The Cambridge School of Weston's progressive and intensive academic program challenges our students to be inquisitive, innovative, and invested learners. We allow students to actively shape their education through our distinctive Module System, which has been a cornerstone of CSW's academic approach since 1973. Students take just a handful of classes throughout the year, allowing for longer class hours and intensive study in each subject area. We offer incredible breadth and depth in our curriculum—with more than 300 courses to choose from, no two student schedules are alike. The flexibility and variety within the Mod Plan allow our students to meet core academic requirements and explore individual curiosities and passions at the same time. In all of our classes, we incorporate primary resources for research, advocate learning through multiple perspectives, encourage lively discussion and debate, and emphasize our commitment to social justice—in the words we speak and the actions we take. Through our dynamic program, CSW students learn to think critically and creatively, ask questions, and develop self-awareness and discipline. 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