Play and art therapy are in place for pupils who demonstrate low self-esteem or social and emotional needs. Boxall profiles are used to measure progress before and after the intervention.

During worship the Christian Values are examined. These are followed up through Courageous advocates, understanding the impact and qualities that people have shown, for example, Princess Diana and Emmeline Pankhurst Pupils are then expected to reflect on how they can demonstrate courageous advocacy and the link to the global goal of equality, for example. Pupils understand that their efforts can make a difference.

The high level of teaching support within classes allows for good levels of pastoral support at all times. The wealth of strategies that the teaching assistants hold, following their training, support pupils with all forms of concerns, including academic, emotional and social concerns. 

British values is central to our curriculum. Our ethos, ‘Nurture Cherish and Succeed’ is at the core of everything the school does. In addition to this, values are threaded through our work on global goals, RE, and PSHE and off timetable specific weeks on British Values and diversity. Current issues and affairs are picked up, taught and reflected upon. As a result of this our pupils demonstrate tolerance and respect for others.

Individual Liberty: Within school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school, we educate and provide boundaries for pupils to make choices safely, through the provision of a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely, for example through our Online Safety and PSHE lessons. Pupils are given the freedom to make choices, whether through choice of challenge, how they record their work, or their individual participation in our numerous extra-curricular clubs and opportunities.

Family resource workers are employed to support parents with strategies that they can use at home with their children. This ensures that our pupils who require early help and intervention receive immediate support therefore building their strength of character and self-confidence.

Forest school work is linked to the curriculum but develops a range of skills including resilience and inner strength, especially when in new situations.

Pupils feel valued through a range of pupil voice activities. Ambassadors facilitate ideas and take this back to the classes for contributions. Pupils willingly contribute and their thoughts and actions are acted upon.

Democracy is demonstrated through the pupils having the opportunity to vote and select committee members. Pupils are encouraged to write their own manifestos and consider how they can make a difference to the school. Pupil voice is high on our agenda as a school and children have many opportunities for their voices to be heard. We have a School Ambassadors and the pupils are able to feedback regularly to their class nominated council member. In addition, children have the opportunity to talk to leaders via active roles on Eco Club, Anti Bullying Team, Worship Team, Tech Team and Art Specialists.

Democracy is explained in assembly and the children are encouraged to follow the news in relation to voting, with children given opportunities to debate the issues currently being addressed. Pupils in Year 6 have the opportunity to debate within the Council Chambers. This is supported by the work prior to this on debates and balanced arguments. Pupils are encouraged to debate and discuss ideas regularly in PSHE work.

The Diana award and the Anti-stigma awards have been achieved which highlighted the many different types of bullying that different groups of people can suffer. Discrimination is not tolerated and pupils are equipped with the skills and have the power to change the world for the better.

The Jigsaw scheme materials are used weekly to support PSHE and the RSE curriculum. This is a spiral curriculum across the school. Each theme is introduced through assemblies. As a result, pupils are able to express themselves more accurately and understand their own feelings and emotions. A consistent approach and set terminology is used across the school. The foci on well-being and mindfulness results in a calm and self-reflective approach. 

Opportunities across the curriculum are used to develop confidence, resilience and independence. These include work on a social action project .. This links to an area of study e.g. recycling. Pupils have to reflect on their immediate community, confidently convince others that change is needed and work independently to solve the issue. Pupils are taken out of their comfort zone when convincing older pupils that they need to contribute to the change.

The importance of Laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school days, as well as when dealing with behaviour and through school assemblies. Pupils are taught the value and reasons behind law enforcement, that they govern and protect us, and the responsibilities that these involve and the consequences that can occur when laws are broken. Visits from authorities such as the Police; Fire Service; Ambulance staff etc. help to reinforce this message.

Tolerance of those of Different Faiths and Beliefs is achieved through enhancing pupils’ understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity.

We have visits from local clergy as well as church member

We value first hand experiences and as a result we seek to build tolerance and respect of different faiths and beliefs through the study of a variety of faith buildings. We use assemblies to explore and understand the similarities between religions. Curriculum topics include learning about and, most importantly, from other faiths and misconceptions between religions are addressed as well as prejudices that have been expressed by the community. Assemblies / acts of worships and discussions involving prejudices and prejudice-based bullying are regularly held. We use ‘Understanding Christianity’ units to enhance our teaching.

Pupils understand, appreciate and respect difference in the world through the curriculum provided, charity events and acts of worship. As well as celebrating differences, more importantly we encourage our pupils to acknowledge what we have in common. Pupils engage with views, beliefs and opinions that are different from their own in considered ways. They show respect for the different protected characteristics as defined in law and no forms of discrimination are tolerated.

Assemblies regularly promote ‘respect’, and pupils have been part of discussions related to what this means and how it is shown.

Staff and school ambassadors promote respect for others and this is reiterated through our classroom and learning rules, as well as our behaviour policy. Additional support is given to individual pupils to help develop self–esteem and the concept of respect, including a focussed nurture provision for key pupils.