Our goal as a school is to equip our young pupils with the skillset and mindset to enable them to thrive globally. We foster an enthusiastic, creative community of learners prepared to continue their intellectual, emotional, and physical development. We promote pupils to grow organically in a unique ethos which allows them to be children as well as appreciating and adhering to good, old fashioned values. We strive to educate all pupils to the highest levels of academic achievement, to enable them to reach and expand their potential, and to prepare them to become productive, responsible, ethical, creative and compassionate members of society. We strive to consciously create an environment of respect, inclusion and tolerance of all ethnic, racial, religious and socio-economic backgrounds.
The School prides itself on its mentorship programmes/guidance and pastoral care. Contemporary methods pertinent to the generation are combined with over 100 years of experience which brings about a unique ethos steeped in traditional morals, manners and ethics and a focus on good ‘old fashioned values’. Honesty, integrity, empathy, good fellowship, punctuality, responsibility and the value of ‘Team’.
Lilfordia is renowned for its personal touch and is unique in the way that it is a family run and wholly inclusive school where every child is equally important regardless of their social standing. Every member of staff is familiar with each individual child (their strengths, weaknesses and idiosyncrasies), everyone in the school knows everybody else, by name and by nature, and the overall effect is one of family. It has been remarked that whereas adults usually tend to return to the senior schools they once attended when seeking a dose of nostalgia, very few revisit the primary institutions of their extreme youth. Lilfordia provides a striking exception to this general rule with former pupils from all eras forever
appearing to indulge themselves in trips down memory lane and one cannot help but feel that this phenomenon is due to their having regarded the school as a “home from home” during their formative years.