[ A ] [ B ] [ C ] [ D ] [ E ] [ F ] [ G ] [ H ] [ I ] [ J ] [ K ] [ L ] [ M ] [ N ] [ O ] [ P ] [ Q ] [ R ] [ S ] [ T ] [ U ] [ V ] [ W ] [ X ] [ Y ] [ Z ] [ 0-9 ]

A

• A child-led enquiry-based curriculum, with a particular focus on: creativity and meeting the needs and preferences of individual learners and the outdoor environment as a stimulus for learning
• A Curriculum for All: A comprehensive, innovative and logistical whole Curriculum programme that engages learners and leads to accredited attainment.
• A curriculum that is creative and exciting, and supports the development of key skills that can be used throughout lifelong learning
• A progressive personal development curriculum for FE students at Woodlands Secondary School
• A School Community Approach to Raising Standards in Attendance
• A Thinking School at the Heart of Effective Learning
• A Whole School Approach to Improving Children's Attendance.
• A whole school approach to the development of style in children's writing
• Accelerated learning for all pupils, by using integrated ICT to energise and support a thematic curriculum.
• Accelerating Progress through Developing Motivated and Enthusiastic Learners in the Early Years
• Achieving Excellence for all through care, advice and guidance
• Achieving healthy lifestyles in the Primary School
• ADVANCED SKILLS TEACHERS - Improving the quality of learning, teaching and assessment in the classroom
• An effective student voice and student leadership ethos
• An Innovative Curriculum that has effectively utilised the Social and Emotional Aspects of Learning to help pupils Learn how to Learn and thus improve the behaviours and opportunities for pupils at risk of exclusion
• An organisation which inspires leadership at all levels
• Anti-Bullying

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B

• Behaviour Support and Pupil Management
• Best practice in Forest School for children in the Foundation Stage and Key Stage 1
• Best practice in providing healthy eating in our school
• Breaking down pupils' barriers to learning through a variety of mentoring initiatives.
• Bringing Girls Greater Success -- Enterprise in Action!
• Building an effective support team to promote full inclusion for children and families
• Building autonomy and accountability of the Midday Supervisory Team
• Building Resilience in Communities-Preventing Extremism, including Violent Extremism.
• Bumble Bees, An Excellent Nurture Group Provision

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C

• Care, Guidance and Support
• Care, Guidance and Support (CGS)
• Challenging, developing and supporting pedagogy and practice through an effective CPD programme
• Child-centred creative curriculum
• Children Planning, Learning and Enjoying Science
• Children proactive as "peacemakers" through Community Cohesion with a passion to sustain and develop local, national and global partnerships.
• Collaborative Extended Schools Project between Roseberry Community Primary School and Stokesley Community Primary School
• Community cohesion through the Arts
• Community Involvement through the whole school, linking to the ECM agenda
• Creating a Culture for Learning through Stimulating Early Years Provision
• Creating a happier, healthier lunchtime impacts on learning
• Creating a high level of cultural understanding and awareness through an exciting International approach to the curriculum
• Creating an environment of safety and support - Peer Listening Service
• Creating an inclusive approach to the development of social and emotional skills
• Creative and innovative curriculum development utilising the Mantle of the Expert system.
• Creativity and imagination within an early years integrated setting
• Cross curricula partnerships and children's partnerships used to promote citizenship.
• Curriculum innovation - developing a learning values led curriculum

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D

• Delivering Every Child Matters through Community Learning Walks
• Developing a whole school approach to Assessment for Learning which has impact
• Developing Academic Progress and Community Cohesion through the Schools' Personal Health and Well-being Programme
• Developing An Ethos of Sustainability Within The School Community
• Developing and Delivering an Enterprise Education Curriculum Framework Involving the Whole School and Feeder Primaries
• Developing creative personalised learning pathways at Key Stage 4
• Developing creativity and enrichment in the curriculum for both indoor and outdoor learning
• Developing early literacy through our communication and language programme
• Developing Emotional Literacy through Pupil Leadership Skills
• Developing enterprising pupils through a creative curriculum built around enterprise skills
• Developing Excellence for all in Early Years through the Success for All programme
• Developing Family and Community Partnerships
• Developing nurture groups through networking, quality training and external accreditation.
• Developing Skills for Life through the Quest Programme of varied quality learning experiences
• Developing Speaking and Communication Skills
• Developing the emotionally literate school
• Developing the National Curriculum by working with the International Primary Curriculum
• Developing the Student Voice, to Motivate, Engage and raise Self Esteem
• Diversity

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E

• Effective Administration that ensures 'Every Child Matters'
• Effective and innovative early years practice within a special school setting
• Effective approaches to inclusion of young children with learning difficulties, particularly those on the autistic spectrum in a mainstream Children's Centre
• Effective behaviour strategies impacting on attitudes, attendance and achievement
• Effective Key Stage 2 to Key Stage 3 Transition amongst the nine Fitzalan Cluster schools with particular regard to academic, social and emotional aspects
• Effective leadership and management of ICT in the Primary School
• Effective outreach/in reach support for mainstream pupils with speech, language and or communication difficulties.
• Effective strategies and networking to ensure inclusion in a mainstream school.
• Effective strategies used by the Learning Mentors to raise self esteem and reduce barriers to learning
• Elizabeth Garrett Anderson, Learning Support Faculty - Supporting Learning to Success.
• Embedding targets across the school to raise attainment which motivate and inspire pupils
• Empowering parents, staff and other professionals to develop the communication skills of young people with social and learning difficulties
• Enabling children to become independent learners for life by increasing their learning power.
• Encompassing a creative curriculum to promote independent learners
• Encouraging, establishing and maintaining healthy lifestyle choices
• Engaging and inspiring our learners through an inclusive creative curriculum in a child-centred environment.
• Engaging pupils in learning through the development of the creative curriculum
• Enhanced international partnerships throughout the school
• Enhancing pupils' enjoyment in their learning and developing excellence through a cross-curricular approach
• Enjoy Science: A Network Collaboration to develop skills in Investigation, Questioning and Prediction
• Enjoyment and excellence through creative community learning.
• Enriched curriculum enabling all pupils to enjoy and achieve in learning and share with others in England and internationally
• Excellence and Enjoyment: Promoting high quality art through broad curriculum opportunities
• Excellence in behaviour management and securing parental and carer involvement and support of practice
• Excellence in Community Cohesion
• Excellence in Outdoor Learning
• Excellence in Performing Arts
• Excellence in raising standards and achievements through a cross curricular teaching and learning approach within sustainable and outdoor learning environments.
• Excellence in the provision of academic guidance, care and support for pupils
• Exemplary Transition in and out of the Foundation Stage

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F

• Fine Young Learners- An innovative and creative curriculum which re-engages excluded learners and those at risk of exclusion
• For the provision of an excellent climate for learning with positive relationships & mutual support at its core
• Four Dwellings High School and multi agency partners ensure a brighter future for children by translating the 'Every Child Matters' agenda into reality

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G

• Getting it Right` - supporting all members of the community in achieving their full potential
• Gifted & Talented provision in an Infant school because Infants can be G & T too!!
• Gifted and Talented Provision
• Gifted and Talented Provision
• Global Learning Across the Curriculum and Supporting other Schools through the Global Dimension Base

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H

• Harnessing new technologies to engage all learners and raise standards
• High Quality Early Years Foundation Stage Provision
• High quality learning environment which fosters self-initiated learning through continuous provision from the Foundation Stage to Key Stage 1
• High Quality Provision and Practice for Children with English as an Additional Language (EAL)
• High standard of teaching and learning enhanced by a well planned learning environment and close partnership with parents

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I

• Improved standards through the teaching of rights and responsibilities
• Improving Attendance - A team approach
• Improving basic skills in Literacy and Numeracy
• Improving Outcomes for our Children and Families through the effective use of our Support Staff
• Improving personal development through therapeutic play
• Improving personal development through therapeutic play
• Improving Pupil Progress through a Systematic Whole-school Process
• Improving standards in writing in the Early Years through our school toolkit of writedance, big writing and pen-pals
• Improving student attendance in challenging circumstances
• Improving teaching and learning in a special school through the use of ICT
• Improving Teaching and Learning through Coaching
• In Pursuit of Excellence - Provision for Gifted and Talented Students
• Increasing Attendance To Ensure The Best Possible Education and Achievement
• Induction and Professional Development of NQTs in a secondary school
• Innovative Professional Development
• Inspirational Day and residential Visits
• Internationalism, Development Education and Global Links
• Investing in continuing professional and personal opportunities for all adults to accelerate school improvement

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J

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K

• Keeping our children 'e-safe': The development of robust e-safety policies, practices, teaching and learning throughout our school and the wider community.

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L

• Leadership of ECM at all levels, from student to head teacher, which builds confidence and self esteem in students
• Leading Aspect Award for effective and inclusive practice to support pupils who have an ASD (Autism Spectrum Disorders) and mental health related needs.
• Learning and Teaching through an innovative curriculum
• Learning to Learn - for children and adults in and across schools
• Lunchtime provision that underpins the wider curriculum, supporting and enhancing: The five outcomes from Every Child Matters & The personal, social and emotional well-being of all pupils

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M

• MAGPIE: The creative integration of museum and gallery education into the school curriculum to enhance learning
• Making quality music accessible to all pupils
• Matching work to individual learners' needs.
• Mind the Gap: championing social justice for Looked After Children
• Mind your own business - A Young Enterprise project for First School pupils
• Monitoring the Attainment of Looked After Children to secure and maintain appropriate personal education provision
• Multi-agency working to promote positive links between parents and schools

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N

• Negotiated, whole-school student-centred leadership strategies
• Newbridge School - Healthy Hands Programme - the positive impact, on handwriting, of a fine and gross motor skills programme
• Newly Qualified Teacher Induction - Local Authority Quality Assurance; Training and Development

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O

• Outstanding provision and support for learners with Special Educational Needs and children for whom English is an Additional Language
• Outstanding teaching and learning in an enriched foundation stage environment

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P

• Personalisation through Creative Learning Opportunities for pupils with severe and complex learning needs
• Placing community cohesion and the pupil voice at the heart of the LA anti-bullying strategy
• Playgrounds and Outdoor Environment
• Positively affecting attendance by following a whole school intervention approach which develops pupil achievement
• Practical Global Links Across the Whole Curriculum
• Preserving and developing a positive climate for learning that supports and challenges the whole community to achieve .within a PFI school and Children's Centre
• Promoting an inclusive environment for all children with significant learning and physical needs
• Promoting and supporting language learning in primary and secondary schools through the strategic use of Specialist Language College Status.
• Promoting Effective Independent Learning through Quality Continuous Provision in the Early Years
• Promoting effective Transition from Primary to Secondary School through partnership and collaboration
• Promoting Food and Fitness as a natural part of lifelong learning through P.E. and School Sport.
• Promoting healthy lifestyles throughout the school
• Promoting high quality, inclusive and innovative teaching and learning opportunities in music
• Promoting inclusion through the use of digital technologies
• Promoting intercultural understanding and community cohesion through the arts
• Promoting Reading Recovery
• Promoting self esteem and high levels of achievement through Entrepreneurial Learning, in collaboration with the Community and Business Partners
• Promoting Social Cohesion Through 'Small Acts of Kindness'
• Providing and Celebrating Creativity and Child-Initiated Learning in the Foundation Stage through Enhanced and Continuous Provision
• Provision for Gifted and Talented
• Provision for pupils with English as an Additional Language (EAL)
• Provision of a diverse range of high quality musical activities accessible to all
• Pupil Learning Partnerships
• Pupil Led Assessment for Learning
• Pupil Voice in the Life of the School
• Pupil-led target-setting and Achievement Planning
• Putting Enjoyment First Through Our Curriculum Enrichment Programme

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Q

• Quality Induction and Career Development of NQTs
• Quality of Outdoor Education Provision at the Foundation Stage

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R

• Raising achievement and attainment levels through our leading edge practice in 'out of hours' study support provision
• Raising aspiration and self esteem for all through a whole school nurturing approach
• Raising Aspirations and Achievements in Writing
• Raising Attainment and Accelerating Progress in reading at KS1 through the implementation of Ruth Miskin Literacy programme
• Raising Attainment and Achievement in Ethnic Minority pupils
• Raising attainment through physical exercise and sporting opportunities
• Raising attainment through the use of NOW grades and intervention systems.
• Raising attainment, children's aspirations and teacher's expectations through the development of a cognitive curriculum
• Raising Children's Attainment through Family Education
• Raising Pupil Achievement Through ICT
• Raising Pupil Achievement Through Workload Reform
• Raising pupil attainment by focussing on sustainable cohesive approach to Teaching & Learning through Teaching & Learning audit and toolkit, systems and processes, consistency of approach and delivery, pupil ownership and work scrutiny
• Raising standards and children's learning outcomes by implementing Mathematical initiatives for children with complex learning needs.
• Raising Standards in Science though target setting, tracking progress and effective intervention
• Raising Standards in Writing by Improving Pupils' Language through the Introduction of the E Plan
• Realising the vision of community cohesion by promoting equality and diversity resulting in raised self-esteem and aspirations amongst pupils, their families and the community.
• Recording impact evidence with schools causing concern
• Reducing Barriers to Learning in the Hi-5 Schools
• Removing barriers to learning for hard to reach pupils by the effective use of Digital Communication across a federated school on 13 sites

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S

• Sandwell MBC's Sustainable Schools Programme
• School Improvement through shared planning and evaluation
• Securing Improvement through rigorous & focussed self-evaluation
• Securing rapid, sustainable cultural change through high impact self evaluation.
• Securing structured support and resources to significantly raise achievement in ICT across the curriculum
• Self-evaluation toolkit to improve teaching and learning through performance management and whole-school focused support
• Shire Oak Primary Partnership
• Southend Excellence Cluster Gifted and Talented Strand
• Strategic logistical arrangements to impact on behaviour problems arising from unstructured time
• Strategic Partners providing educational support for looked after children through a Virtual School in partnership with the students and their carers.
• Strategies to Support the Education and Welfare of Looked After Children
• Strengthening and further developing community cohesion through the Arts
• Student Tracking and Monitoring Systems
• Successful and effective involvement of parents through the delivery of INSPiRE workshops
• Supporting children with learning, social, and emotional needs
• Sustainability within the global aspect
• Sustainable Development and Environmental Education
• Sustaining a thinking orientated curriculum, that promotes deeper skills and lifelong foundations of learning how to learn

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T

• Taking Steps to Superstardom, a focused framework for behaviour reward, recognition and reconciliation
• The application of ICT to further raise standards by enhancing teaching and learning
• The design and implementation of a Key Stage 3 curriculum for the 21st Century, enabling pupil choice and enrichment
• The development in partnership of effective transition arrangements within Plasmawr and across its partner primary schools to support effective learning and teaching; enable the inclusion of all learners and further promote learner wellbeing and progress.
• The development of the Gifted and Talented Curriculum that has led to the enrichment of the curriculum for all learners
• The Effective Development of a 'Creativity through Questioning' Approach to the Curriculum.
• The Effective Development of an Inspiring Skills Based Curriculum which develops Life Long Learners by Embracing Pupil Voice and Personalised Learning
• The fostering of lifelong learners through effective and enjoyable transition and clear communication
• The impact of Artists in Residence, as a central feature of an overall strategy to use local expertise to enhance a creative curriculum
• The Impact of Omega 3,6 and 9 oils on behaviour and learning at a Secondary Special SEBD school
• The impact of the adult learning programmes on parental involvement at Ladywood School
• The innovative use of the Teaching Assistant Inclusion Team in engaging pupils
• The Invited Breakfast Club - a strategy for social inclusion within a primary school
• The positive impact of Forest School on children's learning and well-being
• The Promotion of a Rights Respecting School Culture via Innovative practice in PSHE.
• The provision of a dynamic cycle of assessment which involves all pupils and staff through meaningful dialogue whilst maintaining a rich and creative curriculum and ongoing Continuing Professional Development
• The provision of a negotiated high quality collaborative learning environment for all foundation phase pupils
• The Sensory Curriculum
• The Settling in Project for Parents of Reception Children
• The Star Project - a collaborative programme to enhance subject knowledge of teaching and learning in the Arts
• The strong and caring Church School ethos enhances the effective implementation of the ECM agenda through the special Yr6 and Reception Partnership Scheme
• The structured use of performance and dance as vehicle for academic and social progress for boys, the school and the wider community
• The use of 'child speak' writing targets throughout school to support children in the assessment of their own learning and to help them become better writers
• The use of assessment and analysis to inform planning and help develop good progress in children's learning through a rich and meaningful curriculum
• The use of continuing professional development and support to develop ICT, as a natural tool to deliver the national curriculum, to engage pupils and raise attainment.
• The use of IT to bridge communication barriers in bi-lingual education and facilitate shared family learning
• The use of New Technologies to support Personalised Learning, impact Attendance, Behaviour, raise Academic Achievement and increase Parental Participation and Community Cohesion through a Network of Primary schools
• The use of summative assessment to inform the planned teaching and learning cycle and ensure an appropriate learning programme for all pupils -
• The vital role of the teaching assistant in promoting inclusion and ensuring a high quality of education by reducing barriers to learning.
• To develop effective Teaching and Learning to enable Bilingual Pupils to gain Full Access to the Whole Curriculum
• To develop the use of self and peer assessment skills to enable children to aspire to life-long learning.
• Toe by Toe reading programme - peer learning
• Transforming learning through a story based curriculum celebrating culture and creativity
• Two very small rural schools work together to provide outstanding outdoor learning

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U

• Use of self and peer assessment by pupils to maximise learning and improve rates of progress and levels of attainment
• Using assessment to personalise learning
• Using ICT to enhance the quality of learning and teaching in the Early Foundation Stage
• Using Team Teach methodology to create a supportive leaning environment which promotes well being for all pupils to achieve
• Using the international dimension to help develop a creative and innovative curriculum, and develop global citizenship.
• Using the strong framework of a Specialist College to provide an enhanced, effective and creative Primary/Secondary transition programme.

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V

• Values and Ethics and PSHE provision including Environmental Awareness and Sustainability
• Values Education: A reflective approach to a 'calm' school
• Values Leadership: Social Enterprise through 'Pay It Forward' & 'Live Simply'. A means of transforming learning culture empowering students & nurturing community well-being.

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W

• Whole School Development in Managing Challenging Behaviours
• Widening educational opportunities for all pupils through an extended curriculum programme of accredited activities.
• Working in partnership to achieve outstanding inclusive practice
• Working in Partnership with Parents to Build a Brighter Future for Children and the Community
• Working TOGETHER to facilitate inclusion for children and young people with physical impairments and complex medical needs in Walsall.

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X

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Y

• YEO MOOR JUNIOR-Emotionally Intelligent School

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Z

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0-9

• Innovative use of the outdoor environment to stimulate pupil initiated learning in Foundation Stage
• 'Achieving Excellence in Early Years'
• 'Never underestimate a child's ability': A teaching and learning partnership between a special school and mainstream schools
• 'Sharing Inclusive practice in Language and Communication Skills through an Outreach programme'

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