Personal development is an important part of the curriculum we offer. It links to our aim to 'develop the whole child' so that they are prepared for life in the wider world and are able to live fulfilled lives.
We want the children who:
are resilient and confident
strive to be successful and always do their best
can reflect and adapt
can collaborate
make positive contributions
can make informed choices
have a a growth mindset
are learners for life
These attributes are nurtured from the start. Development is closely linked to the ethos of the school and the behaviour and expectations that are modelled within the school community.
They are further developed through specific activities and subjects we offer in school - Personal, social, health education (PSHE), super 6 learning powers, values education and forest school.
Personal, social, health education (PSHE)
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Intent What are we aiming for? Children who:
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Implementation What do we do? We teach the Early Years Foundation Stage Curriculum and National Curriculum for key stage 1 and lower key stage 2. In the early years curriculum personal, social and emotional development (PSED) is a prime area. Much learning in this area is incidental and occurs in daily interactions with adults and other children. Adults support and model the attributes we wish to develop. Children are supported to make good decisions and positive choices. Much learning in this area is on-going e.g healthy choices and safety. In addition to incidental learning there are planned opportunities to develop knowledge and attributes. Teaching is supported through the six units in the ‘Jigsaw’ scheme Assessment is recorded on development matters and at the end of reception a judgement for ‘PSED’ is made. In key stage 1 and lower key stage 2 much learning continues to be incidental arising from daily interactions within the school community. Staff continue to model attributes and support children in their decision making. There are weekly planned PSHE opportunities following the six units in the ‘Jigsaw’ scheme. This scheme also develops an understanding of how they can care for their mental health and wellbeing. Relationships and sex education are taught and a policy is in place. The ‘Jigsaw’ scheme supports effective relationships and sex education. |
Super six learning powers
The super 6 learning powers are six attributes that we believe are essential for learning successfully. They are promoted throughout the school in every lesson and are celebrated in assembly when children who have demonstrated them receive a certificate. They are lifelong skills which will enable the children to adapt and learn in any context.
| Commitment | Determination | Creativity | Collaboration | Resourcefulness | Reflection |
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Values
We promote a set of positive universal values that underpin all aspects of life in our school; this is known as 'values education'.
Values education encourages children to take responsibility for their behaviour and learning. It is closely associated with citizenship and develops life long skills and attitudes. It is not a subject in its own right, rather it is woven throughout the ethos of the school.
We have chosen 6 values, one for each half term. They are aligned with our code of behaviour.
Our values are respect, responsibility, honesty, friendship, kindness and caring.
Behaviour code
We expect children to:
Forest School
Forest school activities enable us to make good use of our beautiful grounds. Children in years 1 to 4 have a timetabled forest school session every other week. In early years the children have access to a large outdoor space on a daily basis and they also use the school field from time to time.
Forest School activities provide children with regular opportunities to enrich their personal development for example confidence, tolerance, self-esteem and risk taking. This is achieved through hands-on learning experiences in a woodland or natural environment. The sessions are led by a trained member of our staff. Children have the opportunity to experience and engage with nature and natural objects, they explore and problem solve and have lots of fun.
These exciting opportunities link to our curriculum drivers of wellbeing and environment.