Although we enjoy the benefits of our location in Highgate, we are not what you might expect from a North London girls’ school. For Channing, the words ‘Girls Enjoying Success’ are so much more than a mere strapline; they are the shorthand for the unique educational philosophy that we offer. From the ages of 4 to 18, we inspire our students in a liberating and contemporary way, without undue pressure: Our Unitarian values of free thinking, acceptance and inclusivity mean that every member of the school is valued and championed as part of the close and supportive Channing ‘family/community’ Through inspirational teaching methods, we encourage our girls to become fearless and resilient learners, we embed a “10% braver” approach to life to empower girls in every endeavour. The ‘Channing Experience’ provides a stimulating and vibrant range of academic, co-curricular and extra-curricular opportunities, designed to broaden the mind our girls (and staff) are both interesting and interested, aware of and engaged with the world around them. Always a visionary school, we aim to consistently be relevant, outward and future-facing: our research programme means that we are able to provide the best opportunities for our students, preparing them to thrive in life at Channing and beyond Our examination results bear testament to the academic success of our educational philosophy, coupled with the depth and breadth of university destinations and courses onto which our students are accepted. Above all, our objective is for girls to enjoy their Channing education, celebrating their own and others’ success, by their own definition. Together, these elements combine to provide the perfect education for girls in the 21st Century. Our Aims and Ethos Channing is a centre of academic excellence in North London where we ensure that every girl feels empowered, valued and supported. We provide a stimulating and vibrant educational experience that nurtures and sustains independent thinking, confidence and creativity. We uphold our Unitarian heritage in encouraging girls to develop respect, tolerance and understanding of all faiths as well as individual and social responsibility. Places Available at 11+ 55 11+ Assesses London 11+ Consortium - Maths, Problem Solving, English, Verbal Reasoning, Non-Verbal Reasoning, Analysis (aka Creative Comprehension)

Why choose Charterhouse? If you were to ask our current parents this question, they would say that there is a superb balance between, on the one hand, academic rigour, outstanding teaching and an ambitious learning environment and, on the other hand, seemingly unending opportunities to experience different activities, sports, music, creative arts, clubs and societies. They would also say that our children are happy and well-nurtured, and that they enjoy a strong collective sense of wellbeing and belonging. All of this is achieved from within the inspiring architecture and landscape of one of the most remarkable and beautiful school campuses in the world which includes over 250 acres (or 1,000,000 square metres) of green space. We offer the very best all-round education in the UK: an immersive learning experience which is full of opportunity, excitement and fun. Our ethos centres on ensuring that each pupil becomes as future-ready as possible during their time at School and leaves prepared for the challenges and opportunities that they will face within our rapidly evolving society. A strong academic focus is our starting point, but this is not the end of our ambitions for our young people. We are committed to ensuring that each child performs to their own personal academic potential, supporting and nurturing each individual every step of the way. But pupils are also blessed with an endless variety of opportunity, both in and out of the classroom, which ensures that no two Charterhouse educations are the same. Such breadth ensures that every pupil has the chance to find their unique passions, often in the most unexpected of places, which will be carried with them into their later lives. We aim to make Carthusians amongst the most future-ready young people in the world. The School’s FutureU activities are a central element of the Charterhouse experience, aimed at ensuring that pupils develop the transferable skills, knowledge, experiences and mindset required to thrive throughout their later lives. Our sixth form professional qualification in Applied Entrepreneurship is the first of its type anywhere in the world. Our pupils grow up in a community of openness, tolerance and shared values. Kindness – our most important core value – sits at the heart of everything we do. Both boarding and day pupils benefit hugely from the relationships they form within their House, which becomes a home from home for each of them. Indeed, our shared sense of belonging is central to life at Charterhouse. Our pupils leave as respectful and respectable young adults, with a strong academic grounding and an understanding of how to learn as well as what to learn. They are mindful of their responsibilities to others and to society, and they take with them a core set of lasting values to guide them throughout their life. We know we have succeeded when a Charterhouse education not only paves the way for academic success but also lays the foundations for professional, social and personal happiness and fulfilment. A Charterhouse education lasts for a lifetime, long after exam results are published. DR ALEX PETERKEN, HEAD 11+ Assesses ISEB Common Pre-Test - English, Maths, Verbal Reasoning, Non-Verbal Reasoning

CHS was founded in 1855 in order to provide an education for the orphans and poor children of warehousemen and clerks of Manchester. From that earnest beginning, CHS has grown, evolved and yet remained steadfast in its commitment to co-education, innovative learning and a profound sense of community. Life at CHS is under-pinned by a clear set of values, through which we aim to ensure that each member of the school community can fulfil their potential and flourish in the wider world. This is perfectly illustrated by the Academic, Active and Altruistic  life at CHS. We emphasize learning as a developing process, providing pupils with success in external examinations whilst also instilling a desire, and capacity, to further their academic interests outside of the classroom. Developing rounded individuals with the skills to manage themselves while appreciating their role as a member of wider communities is key to the pastoral life at CHS. In addition, the extensive range of co-curricular activities available means that pupils can gain experiences essential to their broader personal and social development. 11+ Assesses Part 1 (Online) - English, Maths, Verbal Reasoning, Non-Verbal Reasoning  Part 2 - Creative Writing

You will find that we are a busy school where pupils of all ages work closely with each other and their teachers. In Chigwell pupils we look for academic ambition and a genuine eagerness to be involved in all that the School has to offer. Ours is a happy, mutually-supportive, family-orientated community in which parents and staff work in partnership to help pupils reach their full potential and where friendships formed often last a lifetime. Chigwell School was founded in 1629 and for nearly four centuries we have been preparing pupils to go out into the world. Clearly, that world has evolved a great deal since then, and whilst we are conscious of our long heritage, we are always looking to innovate so that Chigwellians are well-prepared to contribute positively, to inspire change for the better, and to continue learning throughout their lives. We are very proud of our pupils and we strive to ensure that, through the curriculum and the wide range of opportunities available to them beyond the classroom, each becomes the very best they can be: independent in spirit, adventurous in approach, and empathetic in how they treat others. Looking to the future As we are approaching our significant 400th-year anniversary in 2029, it is a momentous time to reflect on our journey to date and continue developing our future. As such our new strategy highlights the key areas we are prioritising and the ambitious plans we have set for the school, our pupils, and the wider community. 11+ Assesses Part 1 - English, Maths, Verbal Reasoning, Non-Verbal Reasoning Part 2 - Puzzles and Problem Solving, Creative Comprehension Part 3 - Written Creative Writing

Christ’s Hospital is a remarkable school; it is the UK’s leading charitable school and largest bursary charity. The school was established in 1552 and provides free or substantially reduced cost places to over 660 of its 900 pupils each year. Our pupils come from a wide range of socio-economic backgrounds, which brings a social and cultural diversity that enriches our school community, and makes us unlike any other independent school in the UK.  Through first-class education and exceptional pastoral support, Christ’s Hospital provides each pupil with stability and the opportunity to thrive and fulfil their potential. 98% of pupils go on to university and leavers take with them the confidence and resilience they will need to achieve success at university and beyond and to make a meaningful contribution to society. CHRIST’S HOSPITAL, PAST & PRESENT Short History Christ’s Hospital (CH) is one of the famous Royal Hospitals of London, whose foundation marked the beginning of the social services in Tudor England. CH, established in the monastery of the Grey Friars in Newgate Street, embraced the task of educating and nourishing the destitute children of the City and took children of all social backgrounds and ages. In November 1552, CH opened its doors to 380 pupils and, within a year, the number had increased to over 500. Christ’s Hospital Today The School moved to Sussex in 1902. Its rich history is evident in many facets of school life. The most obvious is the Tudor uniform which is worn with great pride by the pupils. For all that, CH has a decidedly modern outlook and our focus is very much on providing pupils with the best possible preparation for the future. Christ’s Hospital prides itself on delivering a vibrant curriculum that has both challenge and opportunity at its heart. The CH curriculum is made up of three interwoven parts: a stimulating academic curriculum which covers everything inside the classroom; an extensive broader curriculum which encapsulates everything outside the classroom; and a pastoral curriculum which has deep roots in the boarding house system complemented by a dynamic learning for life programme which teaches personal development. All three complement and support the progress of our pupils at every stage. Pupils’ experiences outside the classroom are challenging, varied, and rewarding. They are about discovering and developing new and lifelong interests and talents. The School’s diverse curriculum encourages life-skills and is devised to take the pupils out of their comfort zone. An enormous range of Music, Art, Drama, Sport, and outward-bound activity is offered, including the Duke of Edinburgh’s Award, Young Enterprise, Model United Nations, chess, debating, public speaking and so many more. Christ’s Hospitals commitment to its core goal of social responsibility helps to enhance pupils understanding of and appreciation for diversity. This commitment encourages the School to make a difference in the local community as well as further afield. The School offers its amenities, engages with organisations and welcomes members of the local and wider community to enjoy the School’s grounds and facilities. A diverse range of events, including lunchtime concerts, plays, historic tours and community lunches are regularly organised. An extensive community action programme enables pupils to develop their communication, leadership and other interpersonal skills. The Community Action programme at CH was started in 1987 and involves over 200 pupils each week. Pupils visit local nursery schools, primary schools, special needs schools, residential homes, hospices and charity shops as well as helping with a Ready and Able Sports Club at CH. Why we are called Christ’s Hospital? Christ’s Hospital’s name derives from being founded in the parish of Christchurch, London. During the Middle Ages, hospitals served different functions from modern institutions. Medieval hospitals were alms houses for the poor, hostels for pilgrims, or hospital schools. The word “hospital” derives from the Latin noun hospitium and came to signify hospitality.

Our founding ethos was all about community and that remains at the forefront of our thinking almost 170 years later. City of London Freemen’s School was set up to look after the orphaned children of Freemen of the City. The school was founded in Brixton in 1854 to educate boys and girls - we have always been co-educational, it is an essential part of our character, even before that was commonplace. As well as committing right from our foundation to a charitable, co-ed, broad education, we have also continuously admitted boarders alongside our day pupils and they remain an integral part of what makes Freemen’s the community it is.  In 1926 the City Corporation moved us out to Ashtead Park, which I do consider to be a stroke of genius! We really do enjoy the best of locations - a leafy Surrey Hills site, but wholeheartedly connected to the Square Mile and only a short train journey into Waterloo or Victoria. Since then, our site has expanded to accommodate swelling numbers and to support our children’s development in excellent facilities. You can be sure that the interests of the children will always come first here. 11+ Assesses English, Maths, Non-Verbal Reasoning

When visiting City of London School, you cannot help but sense a buzz: pupils and staff alike exude enthusiasm for the opportunities that an education here provides. CLS is defined by its iconic location, a wonderfully diverse pupil body, outstanding pastoral care, academic excellence and an exciting co-curriculum. We are grounded and unpretentious, but ambitious nonetheless. And we understand that, for our pupils to make progress, they must be comfortable in their own skin. Within this context, we are committed to preparing respectful, optimistic and inquisitive pupils for the rapidly changing demands of the twenty-first century. We understand that this requires an understanding of the society of which they are part: they must be aware. It requires a broad range of skills, academic and otherwise: they must be ready. But, most of all, it requires empathy and understanding: they must be kind. Equally important is our determination to make a City of London School education available to as many boys as possible, including through means-tested support and transformational bursaries. I am proud to be the Head of a school that has this as a central priority, and we are very grateful to all who help us to make this happen. 11+ Assesses Part 1 (Online) - English, Maths, Verbal Reasoning, Non-Verbal Reasoning  Part 2 - Creative Writing

City of London School for Girls is an independent day school for pupils aged11-18 situated in the heart of the Barbican. Opened in 1894, the school provides an outstanding education for able students from all backgrounds, cultures and faiths. We capitalise on our location to attract students from all over Greater London and beyond, and give them access to every learning opportunity our capital has to offer. Academic yet unstuffy, modern yet acutely aware of its history, diverse yet with a strong sense of identity, our school defies easy categorisation. This is best demonstrated by our unique geography, nestled between the brutalist Barbican and looming Roman walls. Ours is an intellectually edgy, unassuming and unpretentious environment, unshackled by tradition, and imbued with a relaxed excellence. This is a refreshing and modern place in which to learn. This is a place of brave academic enquiry, of intellectual wonder and of fiercely independent thinkers. It’s hard to convey the excitement of the learning in this school, but whether it’s recent year 7 projects on freedom, a year 12 bounding excitedly into my office with news of her publication in a national medical periodical or hearing about the sixth form genetic engineering project or the pupil talking about her published fanfiction, I am daily struck by its scholarly energy. This is a place where ideas in these rooms become almost become bigger than the people in them, where the structures of learning can become an escape from the self and identity. City is a school which never places any artificial division on our formal academic and co-curricular provision, but celebrates the wild adventure and the fun of learning wherever it is found. It does so though without posture, or pose. We are a kind and compassionate place too, and our values of respect, responsibility and resourcefulness course through the concrete of our famous Barbican site. We are proud of our outstanding and individualised pastoral care, which encourages pupils to understand themselves and take considered and reflective ownership of their lives.  We nurture an inclusive and kind community, which embraces the cultural and social mix in the school and world around us. Pupils care about each other and the things that matter in life. They take themselves and their ambitions seriously and have a great deal of fun. We are so proud of all that our pupils achieve and contribute, finding opportunities to experiment and grow in confidence and serve the communities around them. Jenny Brown - Headmistress Places Available at 11+ 100

The mission of this school is to prepare resilient, highly motivated and responsible leaders, who are able to contribute positively to society and compete in a global economy. We promote high aspiration and personal achievement through outstanding teaching and learning and by nurturing good mental and physical wellbeing. We are unashamedly ambitious for the future success of our students. It is central to the philosophy of this school that our students will: - learn in an orderly, disciplined atmosphere, following the school’s Code of Conduct - develop the capacity for creative, independent thought and problem-solving - be able to communicate ideas in English and at least one modern foreign language - develop appropriate technological skills - understand our economic and political environment - become effective citizens who have developed sound judgement, maturity and compassion - understand and respect social, moral and spiritual and British values in a multi-cultural society and take part in cultural activities - appreciate and understand the environment - become caring individuals who feel safe and secure and are proud of who they are - develop leadership and entrepreneurial skills 11+ Assesses Places at CCHSG are applied for through the Local Education Authority and allocated to students based on performance in the 11+ selection test. The purpose of the 11+ test is to enable grammar schools to identify students who have the potential to thrive in an environment which provides a highly academic curriculum, which also has depth and breadth, and offers a range of challenging pursuits. We do not charge fees and we welcome applications from students living in Essex and surrounding areas. The school is committed to fair access for disadvantaged students.

Colchester Royal Grammar School was founded in 1206 and granted two Royal Charters, by Henry VIII in 1539 and by Elizabeth I in 1584. It has, therefore, a history of scholarship dating back to the sixteenth century. It became an academy in 2012 and was designated a National Teaching School and a National Support School in 2013. CRGS joined The Thinking Schools Academy Trust in May 2023.   CRGS is an 11-18 school for boys and admits girls into a co-educational Sixth Form. It is one of very few state boarding schools, with a family style boarding house designed for 30 Sixth Form students. This adds to the multicultural community of the school, which also offers a wide range of trips, exchanges and extracurricular activities to enrich the students’ education. The school has outstanding music and drama facilities and a comprehensive sports fixture list. There is a unique ethos throughout CRGS, one which forms the foundation through which the students make the excellent progress that they do. Lessons designed to stretch and inspire are a fundamental feature of school life, but this is only a small part of the story. CRGS delivers a range of experiences through which we develop all students into the well-rounded, confident and talented young adults that you will find here. It seeks to provide the best education, give the students the greatest of opportunities and compete with the very best schools across the world. Indeed the Telegraph describes CRGS as the ‘top-performing state school’ and places us at the very top of their league table. We have won multiple awards, including several from the ‘Good Schools Guide’, which describes the school as “One of the country's top selective boys' state schools; rivals many independents.”  We were awarded the accolade of East Anglia State Secondary School of the Decade by The Sunday Times in 2021. 11+ Assesses  Admission to Year 7 is determined by a pupil’s position within the selection procedure organised by the Consortium of Selective Schools in Essex (CSSE). This position is decided on the basis of the pupil’s standardized score in the selection tests. The selection procedure is open equally to pupils in Essex and those who live outside the county. Testing now takes place before application, and applicants to CRGS must register with the CSSE to take the selection tests by the official registration deadline.

Looking at our modern buildings, it’s hard to believe Colfe’s is one of the oldest schools in London. Originally established by John Glyn in 1574, the school was re-founded in 1652 by the Reverend Abraham Colfe, Vicar of Lewisham. When Colfe died in 1657, he took the enlightened step of entrusting the School to the Worshipful Company of Leathersellers in the City of London. Colfe’s original vision was to educate the children of ‘the hundred of Blackheath’ and although today our pupils travel to the school from all parts of South East London, a strong sense of local community remains, with most of the pupils coming from the Boroughs of Lewisham, Bromley, Bexley and Greenwich. The School on the Hill, as it was known locally, stood on Lewisham Hill until 1944 when it was badly bombed. The pupils were evacuated to schools in Tunbridge Wells and Somerset and then spent many years in temporary accommodation before the school re-opened in 1964 on the site it occupies today. At that time it was a grammar school for boys, but Colfe’s became independent in 1977, thus ensuring the continuance of its tradition of excellence. Girls have been admitted to the Sixth Form for 30 years, and the school has been fully co-educational since 1999. The school continues to move forward. In the 1990s we built what is now the Junior School, which educates some 450 children from 3–10. Since then we have added an all-weather playing field and the Beardwood Centre, which provides state-of-the art facilities for Art, Music, Drama and Media Studies. In recent years we have greatly expanded the space for EYFS and Key Stage 1 and opened The Stewart Building, a dedicated centre for the Sixth Form. School Aims The aims of Colfe’s School as determined within the strategic plan are: * to promote excellence in all areas of school life and to develop each pupil’s abilities and character to the full, whilst ensuring that each child is happy and developing their unique potential; * to provide innovative academic teaching which adds value and fosters learning and scholarship of the highest quality, together with a wide range of cultural, sporting and co-curricular activities; * to nurture an awareness of spiritual and moral values amongst its pupils in accordance with the principles of the Founder, Abraham Colfe; * to maintain a balanced and diverse community of children from varied backgrounds within the context of an academically selective school; * to promote a purposeful, disciplined, supportive and respectful atmosphere in which all pupils are encouraged to achieve their full potential, staff find vocational fulfilment in their careers and all can use their talents for the greater good of the community and society as a whole; * to be the co-educational independent school of choice in south-east London. 11+ Assesses Full School Day AM - English and Maths, group interview  LUNCH PM - Taster Sessions

The present day Culford Hall is a listed historical building. It has been altered at different times in its history. The Hall is presently set within 480 acres of a beautiful Grade I listed park, designed by Sir Humphrey Repton On the death of the 6th Earl Cadogan, Culford Hall was put up for sale and subsequently bought by the Methodist Board of Education in 1935 to become the new site for its East Anglian School for Boys, which had previously been located in Bury St Edmunds. 
In 1972 Culford became one of the UK’s first co-educational boarding and day schools, when the pupils from The East Anglian School for Girls joined the boys. The Cadogan family retain their links with Culford today. The Rt Hon Viscount Chelsea is the school’s Patron. Culford School Today Today, Culford School provides an education to over 750 boys and girls from age 1 to 18, to make them ready for life. Boarding is available from age 7 and in the Senior School more than half the children are boarders, the majority coming from East Anglia and the London area. Culford is proud of its outstanding pastoral care and for our pupils’ superb academic and extra-curricular achievements. To make children ready for life means developing them into flexible, innovative, dynamic and resilient young adults. The first three are key values in a world in which change is the only constant; and young adults also need to learn resilience as failures and setbacks sometimes lead to our greatest successes. To provide the right environment we demand the same attributes from ourselves as a school and as teachers, modelling the values we want pupils to learn. In line with our Christian ethos and Methodist foundation, we also seek to model the honesty to learn from our own flaws whilst treating others with compassion.