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St. William of York is a one-form entry Catholic Voluntary Aided Primary School, which opened in 1970. It is situated next door to the parish church of St. William of York. St. William of York Primary School serves to educate the children of the Catholic community in Forest Hill. The partnership between the parish, the home, and the school strengthens each family's faith development and is integral to all that we do in school. The school aims to provide a learning environment, within a Christian setting, in which the children can grow in understanding God's love for them. We are pleased to share our most recent Ofsted report with you (Dec 2014). Ofsted has graded St William of York as a GOOD school, with OUTSTANDING Leadership and Management and OUTSTANDING Behaviour and Safety of Pupils. We are committed to ensuring that your child grows in confidence, develops their gifts and skills, learning to relish a challenge, and grows in their learning through a rich and vibrant curriculum. During their time at SWOY, they will learn to recognize their talents, be proud of their achievements and progress, and know how to be kind and thoughtful towards others. The purpose of St William of York Primary School is to educate children in an atmosphere of Christian love. We respect and rejoice in the uniqueness of each child, and aim to make learning a happy and positive experience for everyone in our community. We aim to do this in partnership with parents and the parish of St William of York by: Caring about the children entrusted to us for their education, and nurturing their growth and development to help them achieve their true potential Encouraging mutual respect between children, teachers, staff, parents, and everyone else involved in our school Encouraging the children to develop their understanding of and relationship with God. We belong to a Catholic parish and place great importance on our Catholic heritage and faith, but we also respect the fact that others choose to express their faith in different ways Encouraging each child to do their best in academic, artistic, musical, sporting, and other activities, and supporting those who need special help to learn Providing an inclusive community of children and adults, where all are welcomed, and where we celebrate the diversity which people of different cultures bring to the school Ensuring that each child knows they are valued, so that they can grow in self-confidence and approach their time at school as a time of exploration, without fear of being judged. View full school

Welcome to William Tyndale Primary School. Our school is 'very focused on the development of the whole child and the high achievement of all pupils' (Ofsted March 2013). It is a 'happy and friendly place where it is clear that every child does matter' (Ofsted 2007). The school’s recognition by Ofsted as ‘outstanding’ confirms our commitment to high standards and expectations for all pupils. Our diverse community provides the firm base for a curriculum with a creative approach. We have recently redeveloped many aspects of our curriculum including science, humanities, maths, and English as well as introducing Latin in all junior classes. We are also proud of our: Newly built and refurbished learning spaces, an exciting new playground with a wildlife garden and a curriculum garden in which the children grow their vegetables, Astroturf sports pitch, dedicated art block – all junior children have art timetabled for two hours per week, resident artists working across the school, music specialist who teaches all classes (Nursery to Year 6) in our music studio, free recorder tuition for all Year 3 children, Samba and African drumming and dance for Years 3, 4 and 5, and a wonderful school orchestra, 21st century wireless ICT provision, including iPads for children in years 1 - 6, very strong PHSCE program including peer mentoring (identified by the NSPCC as exemplary in our school) and a School Council, very strong PHSCE program including peer mentoring (identified by the NSPCC as exemplary in our school) and a School Council, comprehensive program of visits using central London as a resource. As a fully extended school, we run a Breakfast Club and an after-school Kids’ Club. We also offer clubs such as choir, ukulele, guitar, chess, computer, karate, gymnastics, hockey, football, athletics, street dance, ballet, book club, drama, creative writing, gardening, Burnet News, and DebateMate. OUR MISSION: "Growing together". OUR VISION 'Each child valued and instilled with a life-long love of learning. At William Tyndale Primary School we aim to create an attractive, stimulating, and safe learning environment, designed to realize every pupil’s potential. We aim to prepare pupils to take responsibility, within an academic and social context, for developing positive behavior alongside independent learning skills, so that they may be well equipped for their future. We value a broad and creative curriculum, and a calm, purposeful working atmosphere in school, for children to develop enthusiasm and confidence and to experience enjoyment and inspiration in their learning. We value the importance of each child’s starting point - and personal achievements measured against this - to challenge pupils at all levels of ability to succeed, to strive for excellence, and to achieve the highest standards of which they are capable in all subjects as they progress through the school. We value the impact of the performing and visual arts and sport on children’s experience and success we aim to complement academic study with regular opportunities for students in all three of these areas. We believe that our school is a learning community for everyone – pupils, teachers, parents, carers, volunteers, visitors, and governors. To that end, we promote collaboration and open communication between home, school, and the wider community for the good of all children. We also aim to provide each member of staff with continuous professional development opportunities that will enable them to do their best for our pupils. We promote high levels of interest and creative thinking with a strong emphasis on developing language throughout all the curriculum areas. Through exploration in a safe, stimulating environment the children develop confidence and an interest in the world around them. The EYFS areas of learning are: Communication and Language Physical Development Personal, Social, and Emotional Development Literacy Mathematics Understanding the World Expressive Arts and Design In each area, there are Early Learning Goals, which summarise the knowledge, skills, and understanding that all young children should have gained by the end of the Reception year. William Tyndale's Foundation Stage has a stimulating and well-equipped outside area. The children develop their physical strength and agility through using climbing equipment, bikes, and scooters. The children visit the music room every week for a lesson with a specialist music teacher and attend the singing assembly. At William Tyndale, there are opportunities throughout the year for the children to perform and share their achievements. Communication between home and school is a big priority at William Tyndale. Before starting in Nursery and Reception, every child has a home visit. Our aim in the Foundation Stage is for children to feel safe, supported, and happy at school. We want to nurture their love of learning and the confidence to embrace a range of exciting opportunities. Through interesting activities and experiences, we create a rich and stimulating environment. View full school

William Perkin Church of England High School has Science and Languages as its specialisms. This encourages our students to look outward to the world intelligently to be curious about how things work, to be motivated to make things work better. It is a school characterized by high academic standards and a disciplined approach to study, but also a place where curiosity and creativity are central to every child's experience. Our building has been specifically designed to be outward-looking to the community it serves and our curriculum has been created equally carefully to prepare students for their adult lives in a changing world. William Perkin students will not only achieve highly, but they will also think and act responsibly, seeking to make a positive impact within their local and global community. The first-year group of students who joined us in September 2013 is particularly special - and much will be expected of them. Together we will pioneer this flagship school to be a center of excellence for Science and Languages. We will be noticed for our energy and optimism, our hard work, and our commitment. The Twyford Trust takes as its motto: ‘I have come that you should have life and life in all its fullness. The text is taken from John chapter 10 verse 10 and this the Trust has created the 10:10 Ethic which is the principle that informs all Trust schools – irrespective of their different individual identities, intakes, or admission criteria. We believe that there are three Core Values in our 10:10 Ethic: All individuals have God-given gifts which they can develop for the good of others All individuals do bad things sometimes but that it is not acceptable to believe that anyone has to stay in a ‘bad place’ All individuals can find their valued place within the community The 10:10 Ethic is also often articulated as having the following positive disciplines: Know yourself Be an agent for good Understand weakness Accept Support Engage Fully Stretch William Perkin CofE High School came about in response to long-standing community demand and we hope to remain wholly engaged with the parents and community members who helped to persuade the Government to open this school in Greenford. We believe strongly in community. Our aims at William Perkin CofE High School are to be an intelligently engaged community which: Develops individuals’ capacity to make a positive difference to others Exercises wise stewardship of both the environment and personal talents Lives thankful and creative lives Cultural and critical understanding, creativity, and competence are at the heart of the English department’s curriculum. Students are encouraged to develop a lifelong reading habit and are introduced to a wide variety of texts from across the literary heritage. Pupils are taught how to engage critically with texts and are given the confidence to apply an open-minded approach to the texts studied. Pupils’ competence in English is developed throughout the curriculum: they are taught how to communicate clearly, coherently, and accurately in a range of written formats, and spelling, punctuation, and grammar are taught explicitly. The department places a particularly strong emphasis on developing public speaking skills, in particular debating. Pupils are taught the skills needed for successful debating at the beginning of Year 7 and debates on a range of topics are embedded into each scheme of work. Furthermore, students will have one lesson a week of Drama to support their development of confidence and public speaking. As the development of literacy skills is of primary importance at William Perkin, some students may be invited to attend extra Literacy lessons during Core Elective sessions. View full school

William Patten has high expectations of all children and staff and high standards of teaching and learning. It provides a friendly, supportive and purposeful school community that values all its members. We are a culturally and socially diverse school and we welcome the richness that this brings to our school community. We value children as individuals and help them to understand their role as members of the school and the wider community and to see how they can contribute to a better society. William Patten has a strong tradition of academic, artistic, and musical excellence. Our children are encouraged in self-expression from the moment they enter the school. We employ specialist music teachers and develop many project links with arts organizations to help children develop their creativity, whether through music, visual or performance arts. We regularly give and attend performances and exhibitions and have many ways of celebrating achievement in these areas. We recognize the vital part parents play in their children’s learning and are committed to developing partnerships with parents. Every parent and carer belongs to the school’s Parents, Teachers & Friends Association (PTFA), which fosters close educational and social links between school and home. Our relationship with parents and families is a crucial and great support in our work. We work together to give all our children the best start in their education. Parents help us in so many ways and together we make the life of the school outstanding for all the children. The community of William Patten is inclusive and diverse. Children are aware of and show respect for each other’s beliefs and cultures, which are recognized and celebrated throughout the school year. The school’s commitment to excellence in Personal, Social, and Health Education is also recognized by the PSHE Association. Over 30 languages are spoken in the school and the children learn to greet each other in these languages, with a focus on ‘language of the month’ in addition to the teaching of Spanish as a modern foreign language. Children’s successes are also celebrated and awards are presented to children in recognition of their termly achievements and weekly good deeds. The school ensures that children are aware of the contribution they can make to society as active citizens, with their understanding of the rule of law, as well as individual liberty, developed through the PSHE curriculum. Children contribute to their own ‘class charter’ at the beginning of the year which is displayed in their classrooms and referred to throughout. Our curriculum is wide, varied, relevant, and exciting. We aim to hold the interest of all our children to develop a love of school and learning. Weekly assemblies also focus on the social and emotional aspects of learning. Further to this, children take part in democratic processes, such as electing their school and the school participates in the borough’s ‘Democracy Week’. Their understanding of how democracy developed is also supported by the school’s curriculum. The school has high expectations for all learners and is committed to broadening the children’s horizons and enriching the curriculum through an active engagement with the local and wider community. The children at William Patten are well supported in developing a deep-rooted love of learning to prepare them well for their next steps in education and future employment. The Governing Body meets four times a year, to carry out those primary functions. We also have designated Resources and Achievement Committees which meet six times a year and provide a sharper focus. The role of governors, drawn from parents, staff, and our community, is to be a ‘critical friend’ to the school and each governor plays an active part by sitting on at least one of the two committees as well as the Governing Body itself. We provide support and encouragement to the school whilst continuing to identify and pursue areas where improvements may be needed. We are also hugely fortunate to able to witness first-hand and celebrate, the remarkable achievements of our fantastic pupils and dedicated teaching staff. View full school

At William Morris Primary School we strongly believe in the concept of lifelong, child-initiated learning, where both adults and children learn new things every day. We maintain that learning should be a rewarding, enjoyable, and successful experience for everyone. Through learning and teaching opportunities we equip the children with the skills, knowledge, and understanding necessary to be able to make informed choices about the important things in their lives. We believe that appropriate learning and teaching experiences help children to lead happy and rewarding lives. Much time has been spent reflecting on what skills and experiences our children need to equip them for life in the 21st century and what constitutes an appropriately challenging and exciting curriculum. As a result, we have adopted a themed creative curriculum. Our creative curriculum is a carefully planned, thematic approach to teaching and learning designed to support children’s enquiring minds and stimulate and nurture their creativity. It offers the children the opportunities to work in more depth, giving them the time they need to reflect, consolidate and transfer knowledge, skills, and understanding across the learning experience as a whole. Our collaborative cross-curricular planning is closely referenced to the National Curriculum and programs of study to ensure coverage, progression in knowledge, understanding, and skills for all age ranges. There are clear links to specific subject areas in both planning and teaching, with a strong emphasis on the development of children’s Literacy, mathematical and inquiry skills. We encourage children to take responsibility for their learning, to be involved in reviewing the way they learn, and to reflect on how they learn best. There is greater flexibility of timetabling to allow for more sustained periods of focused learning targeted on the planned desired outcomes. Subject leaders closely monitor the progression of subject knowledge, understanding, and skills whilst also supporting the professional development and expertise of all teaching staff. At William Morris Primary School we recognize that as individuals we learn best in different ways. In our schools, we provide a rich and varied learning environment that allows all children to develop their skills and abilities to reach their full potential. Our school's ethos permeates all aspects of learning and teaching. The purpose of our creative curriculum is to ensure that the children at Singlegate and William Morris Primary School are provided with outstanding learning and teaching experiences that lead to consistently high levels of pupil achievement. Learning should be challenging, rewarding, and enjoyable. Learning involves child-initiated projects that captivate the interests and is directed by all children. Teaching should be relevant, creative, and enthusiastic. At William Morris Primary School we provide children with experiences that are fun and memorable, drawing upon their interests that ensure high levels of engagement and involvement. The emphasis is placed on helping all children fulfill their potential, not just academically but in all aspects of learning. We understand that as individual we learn in many different ways, and respond best to different types of input (visual, auditory, and kinaesthetic) we, therefore, deliver teaching in different ways to address the needs of all of our learners and so retain their concentration, motivation, and application. We take into account the different forms of intelligence (for example, mathematical/logical, visual/spatial, interpersonal, and musical) when planning our delivery of the curriculum. We ensure the best possible environment for learning by developing a positive atmosphere where children feel safe and they belong, where they enjoy being challenged, but where they enjoy learning and know that they will succeed. The Junior Travel Ambassador (JTA) scheme is a national initiative that encourages peer-to-peer engagement and is used to promote safer, active, and independent travel within the school community. It's a fun and engaging way to spread important messages and build skills for life. The JTA scheme aims to take a more direct approach to promote independent travel, particularly for the children in Years 5 and 6 who may now be traveling to and from school independently. This includes running projects, leading assemblies, organizing workshops and competitions to share ideas on travel planning, and learning how to use Transport for London’s Journey Planner. There are several themes that the children explore each half term such as learning about the green cross code, 'belt up' - traveling in cars, cycling safety, and much more. Governors hold an important public office and their identity should be known to their school and wider communities. Governing Bodies, therefore, publish on their website information about their members. As governors, it is our responsibility to support the school staff team to deliver an outstanding education for growing numbers of children. We scrutinize standards and outcomes for the children, act as a sounding board, oversee budgets and work with the Senior Leadership Team on strategic planning. Our role is to ensure that all our children - our sporty children, our gifted children, our children who require extra help, our children who get the pupil premium, our musical children, our creative children, and all the other unique children at our schools get the very best education, and have the very best experience they can have at school. I am incredibly proud of the children in our schools, the staff who work so hard for them, and the governors who support them. View full school

At William Ford School, we aim to provide the very highest quality of education within a Christian context. Online learning offers fantastic opportunities to engage and improve pupil learning. The following websites are frequently used in our school. Log-in details will be provided by the class teacher should you require them. We have an assembly daily from 2:45 - 3:10 pm. Each day is delivered by a different member of staff and has a different focus. On Monday, our assembly is delivered by a member of the clergy from Dagenham Parish Church. Tuesdays and Wednesdays are class and year group assemblies delivered by the class teacher or year group leader. Our assembly on Thursday is delivered by our Deputy Headteachers and Friday is our 'Celebration' assembly led by our Headteacher and focuses on the recent achievements and outstanding work produced by the pupils. For children to make the best possible progress in reading, they should read daily to a parent, guardian, or older sibling. We recommend to parents that they aim to read for 10 minutes and to make a note of this in the pupil's homework diary. To progress in understanding the book as well as being able to read it aloud, parents may wish to ask questions about the text such as about events that have happened, what a character might be thinking or feeling, or for a prediction about what might happen next in the text. It is also beneficial to the children to have the opportunity to discover genres, book types, and authors that interest them and this can be achieved through trips to a local library. This can support their enjoyment of reading and also introduce them to text types they might be unfamiliar with. Each child will receive at the start of each week a list of spelling words to learn. The pupil should once each evening look at the word, cover it over, write it down, and then check to see if they wrote it correctly. The words may be chosen due to a particular spelling pattern or sound within them or if they are keywords that relate to a topic being studied. Also, the National Curriculum contains a list of words that children in Britain are expected to know how to spell and these words are used in the Spelling Test as part of SATs in Year 6. These words will be covered in our weekly spelling sheets but parents may wish to help their children practice at home too. Parents who wish to pay using cash will need to take their original letter to a local store that displays the ParentPay logo. The store will scan the barcode on the letter to top up the account. Alternatively, our school office can issue parents with a plastic card that contains this barcode. The first card is free of charge for parents but further cards will be charged at £1.50 each. Year 6 has a football team during the autumn and spring terms led by Mr. Harrington. This year the team did us proud and finished runner-up in the Barking and Dagenham Post cup. Our STEM Club is a powerful and highly enjoyable way to engage students with STEM subjects (Science, Technology, Engineering, and Mathematics). Through the STEM Club, students gain practical, teamwork, and leadership skills. Also, their confidence and engagement in STEM increases as well as their motivation to study STEM and enter STEM careers. The STEM club takes place on Mondays and the children are escorted from William Ford to Dagenham Park school where the club takes place in their laboratories. The choir was started in 2015 to give children the opportunity to learn a variety of songs and perform in many settings. William Ford’s Choir is building a reputation with singing having hosted a concert in the summer of 2016 and performed in DagFest.This year, the children will be learning songs which will be used in the young voices convert on 29th January. View full school

William Ellis School was first established in 1862 in Gospel Oak and catered for girls and boys of a wide age range. In 1889 it was reconstituted as a boys' secondary school. The school moved to its present site, backing onto Hampstead Heath, in 1937. Since then classrooms have been adapted and extended, parts of the building have been converted and there has been a great deal of building to provide the specialist classrooms required. The most recent building program gave us a new school hall and fully computerized learning resource center, library, and office. The school has been fully comprehensive since 1984, having admitted its first mixed ability intake in 1978. It has a large joint sixth form with Parliament Hill School, which is part of the highly regarded La Swap Consortium with La Sainte Union and Acland Burghley School. The school has a long history of success and in 1997 became one of the three boys’ schools in the country to earn specialist Language College status. William Ellis is unusual in being a non-denominational ' Voluntary Aided' school within the London Borough of Camden. There are not many of these schools, and they are mostly attached to the Roman Catholic and Anglican Churches, a Jewish community, or a Livery Company. We stand on our own, supported by the William Ellis and Birkbeck Schools Trust, a registered charity whose funds are sole to assist the school. The Trustees work closely with the Governors and appoint the Foundation Governors. Many of our Governors are parents of current or former students of the school, and a few are former students. Our purpose is to develop in our students the knowledge, skills, and qualities, strengthening their character and resolve, so that they are well qualified and prepared for their future success and wellbeing. William Ellis is a distinctive, dynamic, and diverse school where there is a strong sense of pride and belonging in the school community. Our vision is to create an environment built on success, self-discovery, developing leadership, passion for learning, and acquiring effective skills for life. We are concerned with the development of the whole person: intellectually, physically, emotionally, socially, and spiritually. We emphasize the dignity of the individual and promote respect for others. Our school was the last he founded but unlike all the others it bore his name. This was in October 1862. One of the chief aims of the Birkbeck Schools was the development of the thinking powers of children, quite radical at the time, rather than merely cultivating their memory. William Ellis stood out as an innovator on a grand scale in founding schools where the sciences, including social sciences, formed the main basis of tuition and the development of the faculty of reason was regarded as the basic function of education. He valued, as he said, his conscience and his feelings for human wellbeing above all else. William Ellis School View full school

William Davis Primary School is a small school in the heart of one of London’s most distinct and fastest-changing neighborhoods. Our pupils work hard to meet the high standards we set for them they strive to become creative, thoughtful individuals ready to take on the challenges of secondary school, and life. As a staff team, we pride ourselves on being ambitious for all our children we model the skills and values needed to be successful learners in a learning community. We are an inclusive school and strive to work flexibly and collaboratively to meet the needs of all our children. We believe that parental engagement and community commitment are essential ingredients in the success of our children. Our curriculum is exciting, rich, and varied it provides opportunities for all children to develop as individuals. As a school community, we have thought about the kind of learners we want our children to be when they leave William Davis We want our children to: Be confident risk-takers, resilient, and able to persevere when challenged. Be passionate, motivated, and enthusiastic learners. Be creative and inquisitive, able to think outside the box. Be happy and enjoy learning. Enjoy physical activity and learn healthy habits. Be independent thinkers and learners who can reflect and evaluate. Be socially aware, courteous, and empathetic. Be valuable members of the local and global community who understand current issues. Be able to take responsibility and act as role models and to know right from wrong. Be able to treat each other fairly and respectfully. Have a voice and can articulate ideas clearly. Know how to work hard and know why they need to work hard. Achieve the academic standards they need to move on to secondary school. Be well rounded with high standards and expectations in all aspects of life. Have high aspirations for education and employment and be ambitious for the future. At William Davis School we are committed to ensuring equality of education and opportunity for all pupils, staff, parents, and carers receiving services from the school, irrespective of race, gender, disability, faith or religion, or socio-economic background. We aim to develop a culture of inclusion and diversity in which all those connected to the school feel proud of their identity and able to participate fully in school life. The achievement of pupils will be monitored by race, gender, and disability and we will use this data to support pupils, raise standards and ensure inclusive teaching. We will tackle discrimination by the positive promotion of equality, challenging bullying and stereotypes, and creating an environment that champions respect for all. At William Davis School we believe that diversity is a strength that should be respected and celebrated by all those who learn, teach and visit here. View full school

William Davies is a special place, developing resilient learners who are confident and adaptable. We offer a curriculum that is broad, balanced and promotes the spiritual, moral, cultural, social, and physical development of our children. It prepares them for the opportunities, responsibilities, and experiences of later life. Our bespoke program of education comprises the national curriculum as well as additional varied learning opportunities and experiences. ‘The Questioning Curriculum’ encourages inquiry and promotes independent learning to develop self-confidence and resilience. We provide personal, social, and health education and promote independent thought through ‘Philosophy for Children.’ We recognize the importance of developing confident speakers and active listeners so that children are successful learners. Our experienced and dedicated staff respond to the needs of the learners and teachers are creative in how this happens. A commitment to excellent professional development for all staff ensures teaching is of a high standard. We have high expectations for all our children both in their learning and behavior and expect them to contribute to the school and wider community through celebration, awareness of others, and citizenship. At William Davies, we aim to develop resilient learners who are confident and adaptable. As most of our children are learning English as an additional language we ensure that our broad and balanced curriculum has spoken as one of the most important aspects of developing our learners. We offer a curriculum that is broad, balanced and promotes the spiritual, moral, cultural, mental, and physical development of our pupils. It aims to prepare pupils for the opportunities, responsibilities, and experiences of later life. We have designed our program of education which comprises the national curriculum as well as other learning opportunities and experiences appropriate to the needs of our community. ‘The Questioning Curriculum’ encourages inquiry and promotes independent learning to develop self-confidence and resilience. Our curriculum also provides personal, social, and health education. It promotes independent thought through ‘Philosophy for Children’ and develops speaking and listening skills. Religious education is a compulsory subject as set out in the National Curriculum. Our Religious Education curriculum is taken from Newham’s Agreed Syllabus and Guidance which has been discussed agreed and ratified by the Newham Council, local teachers, and representatives of all the major faiths and denominations in our area. At William Davies Primary, staff and Governors are concerned that all aspects of school life are ‘fair’ and ‘safe’ for pupils, staff, parents, carers, and visitors. Safeguarding our children means adopting proactive measures to ensure that all systems and structures within our school minimize the risk of harm to our pupils. All those who come into contact with children and families in their everyday work, including people who do not have a specific role in child protection, have a duty to safeguard and promote the welfare of children. Our school has a very high proportion of children who are learning English as an additional language, children who have special educational needs, and children with a wide range of barriers to learning. To meet their wide range of learning needs and to overcome the passive nature of some children, it is essential to use interactive and visual teaching strategies to engage all children in their learning. We encourage children to be independent, evaluative, and self-aware in their learning. These skills will be developed with the pupils over their time in school and be age-appropriate. We encourage focussed speaking and listening activities in all year groups as well as providing opportunities for real experiences to develop language skills. Educational visits are organized to both enhance learning and broaden the horizons of our pupils. View full school

William Byrd Primary Academy based in Harlington, we are a happy, busy three-form entry primary school set in expansive, leafy grounds. If you visit us, you will find a dedicated and talented team of staff, hard-working and engaging pupils along with supportive and proud parents. We converted to Academy status in September 2017 and have joined the Middlesex Learning Partnership family. We are proud to work alongside our new primary and secondary partners, Belmore Primary Academy and Barnhill Community High, to ensure the highest standards of education and academic achievement for all. At William Byrd Primary School, children will be regarded as having special educational needs if “they have a learning difficulty which calls for special educational provision to be made for them”. This provision can include the involvement of extra teachers, or specific learning materials, special equipment, a different teaching strategy, or external advice from specialist support staff e.g. speech and language teachers or Educational Psychologists. At William Byrd Primary Academy, we support students with learning difficulties and emotional needs to allow them to achieve their full potential. We identify barriers to learning and implement interventions to support students’ learning and wellbeing. The concerns regarding students raised by members of staff or parents are further investigated by a class teacher liaising with Assistant Heads. We believe that children should be offered full access to a broad and balanced curriculum to enable them to become valuable citizens. We also ensure that all staff are aware of the needs of individual children and receive up-to-date information and training wherever necessary. William Byrd Primary Academy strives to provide a safe environment where children can achieve their full potential in all aspects of their learning. We will achieve this by creating a learning environment that is stimulating and challenging, inclusive and enjoyable. William Byrd aims to promote a sense of belonging to our school and the local community. At William Byrd, we strongly believe in the power of giving children choices and consequences and allowing children time to make the right choice. Through consistent delivery of appropriate consequences, children are encouraged to make positive choices that benefit their learning. We are committed to maximizing the achievement of all children and we have high expectations of all children. We do not believe that children who are eligible for pupil premium have any predetermined likelihood to underachieve. We do understand though that some of these pupils may need to make faster progress than non-eligible pupils and we are focused on achieving this. We have a coherent and focused approach to raising the achievement of all children. We recognize that children eligible for Pupil Premium face barriers to achievement and we will use Pupil Premium funding to help address these. We will focus on attendance, attitudes to school and engagement with school, external factors, professional development focusing on improving outcomes for eligible pupils, improving the quality of teaching and learning, language acquisition, parental engagement, development of literacy and numeracy skills. We will use our assessment and tracking system to track and enable thorough analysis of performance to identify pupils who are underachieving and put in place relevant targeted interventions to address this. We will ensure that staff at all levels know who eligible children are and have the time and resources to track and support them appropriately. We will have a Senior Leader who will have a clear overview of how funding is allocated and the difference it is making to the outcomes of pupils termly. View full school

William Bellamy Primary School is a five-form entry school on the border of East London and Essex. We are an aspirational school, our staff and Governors are all working extremely hard to provide the best learning opportunities for our pupils. We have high expectations of all our learners and ensure they are challenged, whilst offering support to those pupils who need it. Our school is a 5 form entry primary school with a Nursery. Our intake for each year group is therefore 150 with a 156 place Nursery. We have a limited number of full-time Nursery places. Please contact the school office for further information. Visits to the school can be arranged by contacting the school’s main office. One of our fantastic Admin Team will usually lead a tour of the school and a member of the Senior Leadership Team will also be pleased to meet you. Everyone within our school is working towards having a ‘Growth Mindset’.We are working towards ensuring that every adult and child understands that intelligence and abilities can be developed through effort, persistence, trying different strategies, and learning from mistakes. We are developing pupils’ resilience and ensuring that we never say we can’t do it, we just can’t do it yet. We are very proud of our multi-cultural school which serves a diverse community in Dagenham. We celebrate the diversity of the culture, religion, and ethnicity of our families and staff. We are proud to be a school that represents the world! We learn and share from one another and believe that our School is better when we respect one another. The nature of the community we serve allows us to develop and nurture a truly inclusive, vibrant, and exciting school. We welcome pupils’ who have a range of needs and ensure that they are supported, challenged, and developed to ensure that they have as many opportunities as possible. We have a strong team of adults who work incredibly hard to break down any barriers to learning to ensure that every pupil makes the best possible progress they can. The concept of nurture highlights the importance of social environments - who you're with, and not who you're born to - and its significant influence on behavior and cognitive ability. Children and young people who have a good start in life have a whole host of advantages over those who don’t have such positive experiences at home when they are little. They tend to do better at school, attend regularly, enjoy activities with friends, and are significantly less likely to offend or experience problems with poor physical or mental health. Nurture groups offer an opportunity to learn the early nurturing experiences some children and young people lack, giving them the skills to do well at school, make friends and deal more confidently and calmly with the trials and tribulations of life, for life. At William Bellamy, we feel that our pupils’ emotional and social wellbeing is extremely important and is vital to enable them to make as much academic progress as possible. Our vision is our pupils are confident learners who are proud of their achievements. We want every pupil to feel that their school is a safe place and we will give them the tools to ensure that they know how to keep themselves emotionally and physically safe. For some pupils, this is more difficult, as a school we have an extensive Nurture Team and Family Support Team who also provide that much-needed care for our pupils and their families as and when they require it. At William Bellamy Primary School we are committed to safeguarding and promoting the welfare of all our pupils and we require all staff and volunteers to share this commitment. We have a duty of care to all our pupils to share any information about them which is a concern. We endeavor to work openly and transparently and, unless the welfare of a child is believed to be at risk, we would share any concerns with parents before sharing information with other professionals. If you have any questions about Safeguarding and Child Protection, or you have any concerns about a child, you can speak with one of our Child Protection Leads. In an ever-changing world of technology sometimes it's hard to keep up with what your children are doing online. Whilst we all want to encourage our children to develop their skills in Information and Communication Technology - it is also crucial that we protect our children from the dangers which, unfortunately, are all too common. The Governing Body is made up of people from the local community, including local councilors, parents, and staff of the school. Their main responsibility is to make sure that all decisions made are in the best interest of ALL the pupils in the school. They meet every term, subcommittees have specific responsibilities, and also meet termly. Any parent, with a child in the school, can become a parent governor if there is a vacancy. Parents will be notified when an election is to take place. Governors training is provided for governors by the school and the local authority which will equip them with the necessary skills to robustly challenge the school. View full school

The William Hogarth School opened in October 2001 and is sited in the building of the old Hogarth Primary School. Eager not to lose any connections with Hogarth, a famous Chiswick resident, artist, and philanthropist, we have reflected the link in our school logo, a paint palette, and naming each of our classes after famous painters. They are also recognized in the artwork of the school and the value put on artistic and creative activities. The school is a community school and is committed to working in partnership with all members of the community. The school is a bright, spacious building with two large halls and an ongoing program of work to meet the needs of our growing school community. It has a large and well-equipped stock of ICT equipment, with enough computers for a whole class to work on their computer skills together. The school has a purpose-built art room which was donated by the artist Sir Peter Blake and designed by his wife Chrissie. A library is available for the children to borrow books. Two playgrounds are featuring an adventure climbing frame, playground seating, a ball court for team games, and a wildlife and conservation area. We are an inspiring learning community with high expectations, where all feel safe and happy and everybody has the opportunity to unlock and realize their potential. We will: Provide a happy, stimulating, and safe environment. Create an attractive, well-resourced environment where diversity is valued and respected. Value every child and cater to their individual needs in a nurturing way. Promote co-operation and respect for each other. Equip all pupils with the skills necessary to promote independence, self-discipline, and confidence. Have high expectations of all our school community and so promote high standards. Ensure all pupils have access to a broad and balanced curriculum. Track and monitor each child’s academic progress to ensure a maximum academic achievement. Involve parents fully in all aspects of their children’s education. Work together with the whole community to build on our achievements. We offer an exciting and challenging curriculum across all key stages using the National Curriculum and the International Primary Curriculum. We pride ourselves on delivering high-quality English and Maths lessons daily. We also offer a range of extra-curricular activities to support learning. The William Hogarth School is inclusive. We recognize that all children have different skills and needs. All children are welcome to be part of our school community. Class teachers work closely with the school’s Special Educational Needs Coordinator to identify any pupils who may need extra support and will devise a structured program based on specific areas for development. Support is given in the classroom by differentiated work or by extra help from a Learning Support Assistant. A range of programs is used to support pupils including group and individual interventions which enables pupils to catch up with Learning skills if they have fallen behind for any reason. Pupils who are identified as having greater difficulties may become the subject of a Statement of Special Educational Needs issued by the Local Authority. Parents/Carers of all pupils who are identified as having any sort of difficulty are informed and consistently involved in the assessment and provision for their child. View full school

Learning to read, write and calculate is guaranteed at SWB. We underwrite this guarantee with fail-safe programs to ensure basic competence in literacy and numeracy. We also believe children learn best through active engagement with the world around them. The International Primary Curriculum provides rich learning experiences through thematic topics, designed to inspire, engage and delight the children, and provoke high levels of inquiry. At Sir William Burrough: We are passionate about learning. We are always saying You Can Do It! We delight in innovation and creativity. We are proudly growing tomorrow's citizens. We thrive in partnerships, And cherish everyone in our school community. Our "You Can Do It" program keeps levels of confidence, and resilience high, and is deeply woven into our relationships of respect, kindness, tolerance, and courtesy. We expect the highest standards of conduct and behavior, and the children meet and often exceed our expectations. Our Behaviour Policy sets out how we respond on very rare occasions when behavior is unacceptable. "Every Child Matters" perfectly describes our highly diverse and fully inclusive culture. The progress, wellbeing, and safety of all our children is our prime concern. Our Special Needs, Equality, and Safeguarding Policies detail our unconditional commitment to safety and equality of opportunity for every child. Safeguarding and Child Protection is of paramount importance to us, and we comply fully with the statutory guidance as specified in "Keeping Children Safe In Education" - DfE Sept 2016, which can be found here. Wherever possible, Sir William Burrough School will provide trips, outings, and events free of charge to all children. However, parents may be asked for voluntary contributions towards coaches, entrance tickets, and trips. No child will be excluded from an activity because parents are unwilling or unable to pay. Our equalities target for 2017 was to ensure that our disadvantaged children continued to outperform their non-disadvantaged peers nationally. This target has been more than fully met, as in the 2017 SATs, disadvantaged children out-performed their in-school peers in Reading, Writing, and Grammar and out-performed all children nationally. As a result, we have been recognized in the Mayor's School's for Success Programme for Pupil Premium Impact. Facilities The school is a beautifully refurbished Victorian building. We have a continuing program of improvement to keep the premises attractive, safe, and comfortable to all school users. The public areas are full of lively photographs and imaginative examples of children's work. The classrooms are large, bright and comfortable, and fully equipped with laptop computers and interactive whiteboards. We have a large computer suite, a dedicated music room/studio, and an attractive library. We have three large playgrounds well-resourced with climbing and play opportunities, an all-purpose sports pitch, and a nature garden. View full school

Located on 320 acres in the heart of New York State's Finger Lakes Region, Hobart and William Smith are independent liberal arts colleges distinctive for providing highly individualized educations. Guided by a curriculum grounded in exploration and rigor, the Colleges prepare students to think critically. In partnership with the Geneva and global communities and through robust programs in career development, study-abroad, service, leadership, and athletics, the Colleges foster an environment that values global citizenship, teamwork, ethics, inclusive excellence, and cultural competence. Under the mentorship of faculty, Hobart and William Smith students gain the necessary clarity to be competitive when seeking employment. They win prestigious fellowships like the Rhodes, Gates Cambridge, Udall, Fulbright, and Goldwater. They gain admittance to the best graduate programs in the country. They go on to lead lives of consequence. The Colleges enjoy a rich heritage based on a two-college system rooted in interdisciplinary teaching and research. Originally founded as two separate colleges (Hobart for men in 1822 and William Smith for women in 1908), HWS now operates under a coordinate college system. All students share the same campus, faculty, administration, and curriculum. Each College maintains its traditions, deans, student government, and athletic department, giving students additional leadership opportunities. The Colleges are defined by a longstanding focus on educating and thinking across academic disciplines and the close work of research and creativity that connects faculty and students.' Explore, Collaborate, Act,' the animating principle that unifies the HWS curriculum, embodies the transformational purpose of our education: to develop each student's capacity for analytical, expressive, empathetic, critical, and practical reasoning and communication, which can be carried forward into life, work and the world. Students live and learn on campus in a vibrant environment that celebrates difference, values collaboration, and builds community. The advancement of this community rests in a shared series of signature experiences that encourage the formation of connections between faculty and students, transcending the traditional borders of the classroom and residence hall. These experiences include the First-Year Seminar, study abroad, service-learning, the guaranteed internship, and the capstone project. At HWS, there exists a widespread and compelling commitment to learning through service, educating students who are civically engaged, and graduates who are active citizens. Geneva's size, location, diversity, and opportunities make it big enough for students to examine the real-world applications of various fields of study yet small enough to propose solutions and put them in action. Under the guidance of faculty and community partners, students create meaningful change and learn how to scale that change to advance the common good in other communities around the nation and the world. Students are pushed beyond the familiar and the narratives of experience to understand and embrace multiple identities and experiences. The result is a culture of respect on campus, one grounded in all people's inherent dignity and that students carry with them when they graduate. The families of our students play an essential role in the HWS community. The Office of Parent Relations supports special family programming for events, including new student Orientation in August, Homecoming and Family Weekend in September, and Commencement in May. To provide safety, security, essential services, and other personalized assistance to the Hobart and William Smith Community in a manner that exceeds expectations. We are dedicated to the vision of service and putting people first. Students, parents, faculty, staff, visitors, and the Geneva community members are our priority. We will always make ourselves available to serve their needs, go above and beyond, and exceed expectations. We value the differences in people as individuals and the richness that diversity brings to our institution. At all times, we will display an attitude of respect for and protect the dignity, worth, and rights of all we serve. We will maintain a work environment grounded in respect, support, acceptance, and personal accountability. We will actively strive to respond to all situations and all persons in a fair, unbiased, open-minded, and objective manner. We shall maintain an atmosphere of openness and transparency as our responsibility and commitment to the campus community. We value the trust placed in our organization and its members by our campus community. We will earn that trust by being responsible for our actions, willing to acknowledge our mistakes, and recognizing them as opportunities to learn, grow, and improve. We will demonstrate integrity by maintaining a sound moral compass and engaging in ethical practices in our interactions with all persons. We take pride in being members of the Hobart and William Smith community and the Office of Campus Safety. We demonstrate this pride by exhibiting a unified and professional presence in our community. We understand that working cooperatively and collaboratively with all campus community segments enhances our efficiency and ability to deliver the highest quality campus safety services. Founded as two separate colleges (Hobart for men in 1822 and William Smith for women in 1908), Hobart and William Smith students share the same campus, faculty, administration, and curriculum. Each College maintains its traditions, deans, student government, and athletic department, providing students with a new, 21st century construct to interrogate gender and difference. Through a sophisticated career development program and under the mentorship of faculty, students gain the necessary clarity to be competitive when seeking employment, win prestigious fellowships, and gain admittance to the country's best graduate programs. Originally founded as two separate colleges – Hobart College in 1822 and William Smith College in 1908 – Hobart and William Smith Colleges enjoy a rich and unique history that spans nearly 200 years on Seneca Lake. Below is a timeline of the Colleges' significant milestones and events from its foundation until the present day. View full university