Ethos and Values

 

Our over-riding aim is to create a happy, stimulating and relaxed environment, where self-confidence and good relations may develop.

 

Our priorities are:

*  To create a stimulating, safe and happy atmosphere conducive to learning.

*  To develop lively and enquiring minds through a love of learning.

*  To provide an exciting and engaging curriculum through enthusiastic and high quality

    teaching.

*  To encourage our children to reach their full potential creatively, academically,

    physically, emotionally and spiritually.

*  To nurture self confident, responsible children.

*  To treat each child as an individual.

*  To work in partnership with parents and the wider community.

 

The children's work and ideas are valued by staff and, whenever possible, these are shared with a wider audience. There is close co-operation between home and school and this is considered to be vital to the child's success in school.

 

 

 

 

 

 

 

British Values

The Department for Education state that there is a need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”

 

In the 2011 Prevent Strategy, the government set out its definition of British values as being Democracy, The rule of law, Individual liberty, Mutual respect, and Tolerance of those of different faiths and beliefs.

 

The term ‘British values’ might be slightly misleading in that these values are integral to so many countries throughout the world, and they are certainly integral to the long-standing values at both of our schools. Our behaviour policy with school expectations revolve around ‘respect’ as a core value, and discussions and assemblies focus on what respect means and how it manifests itself in our schools.  

 

In literacy many books used as stimulus focus on tolerance, mutual respect and democracy. Lessons may look at how these themes are presented and how characters embody these values. Poetry, songs and languages from other cultures may also be examined.

 

In PSHE and P4C pupils should be able to understand their personal rights and freedoms and they should be advised on how to exercise these safely. Pupils will have the opportunity to learn about different models of democracy and take part in votes, pupil questionnaires and pupil councils. Visits from authorities such as the police reinforce the importance of the rule of law. Both schools have visited the Houses of Parliament, the seat of out democracy. Topics such as equal rights, respect for all regardless of ethnicity, religion, race or gender are covered. E-safety is taught and discussed in all year groups.

 

RE lessons and assemblies reinforce messages of tolerance and respect for others. We seek to actively promote diversity through celebrations of different faiths and cultures.

 

In Humanities, pupils analyse events in the UK and world history where British values have been challenged such as during the two world wars. We also teach how the significant individuals and historical changes have affected our life in modern Britain today. As part of geography pupils will look at how different cultures live and work throughout the world.

 

All of our children learn French and look at how the culture and traditions in French speaking countries can differ from life in Britain. Songs and speaking and listening activities are taught at age appropriate levels. Our schools actively promote intercultural understanding through displays and dedicated days where the children learn about different cultures and countries through cooking, dressing up, songs, stories and fact gathering activities.

 

At both schools there is an expectation that the older pupils take responsibility for the welfare of younger pupils allowing an overall sense of belonging, caring and respect for each other. This is also very evident in the relationships between pupils and staff members.

 

As well as actively promoting British values, the opposite also applies – we would actively challenge pupils, staff or parents expressing opinions contrary to British values, including ‘extremist’ views.

"On our own we are great,

but together we are amazing."