| What do we want to develop in our children at Whinstone Primary School? | What does this look like in our school? |
| Be Ready | Be Ambitious – aim high, exposure to experts and role models, challenge provided in teaching knowledge, skills and vocabulary | – All children are encouraged to have high aspirations and to be active citizens – through roles in school, positive mind-set activities, readiness to learn and carefully chosen resources.
– Experts and role models are identified in the curriculum, enhanced by visits and trips, fostering their interests and a ‘can do’ attitude.
– Our inclusive curriculum progressively introduces knowledge, skills and vocabulary, with clear end points and expectations.
– Vocabulary is defined and developed at all stages.
– Pupil voice is actively encouraged, lessons encourage children to be aspirational and curiosity is encouraged and developed.
– Children are articulate with the vocabulary they use.
– Children enjoy an exciting and enjoyable curriculum and are supported and challenged in their learning. |
| | Be Independent – Prepared for now, the next steps and for life | – Children have what they need to learn and can access this themselves.
– Children have classroom roles and are encouraged to participate.
– Over time, children develop in their ability to work independently and organise themselves.
– Assessment will show children have gained the knowledge and skills needed for the next lesson/topic/year/secondary education/next stage.
– Children gain opportunities to volunteer and learn about charity work, including helping others.
– Children have opportunities to make choices and decisions.
– Appropriate to age, children collect own resources, change own books.
– Children are encouraged to think independently and their opinions are recognised through purposeful questioning techniques.
– Children are encouraged to be creative, unique and open minded. |
| | Be Resilient – confident, develop self-regulation, well-being strategies and be problem solvers | – Children are taught about mental health and well-being in Readiness to learn and PSHE/RSE lessons including, nurturing self-care, calming techniques and a positive self-view.
– Children develop confidence through achievements including through exercise, sport/PE and extra-curricular activities.
– Self-regulation and understanding emotions is an integral part of daily school life.
– School is a safe place where children are encouraged to express their worries and ask for help.
– Children are supported to develop skills to resolve things under their control.
– Children are taught that change is a part of life and about setting small goals to achieve big things.
– Children have opportunities to solve problems and articulate their reasoning. |
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| Be Respectful | Respectful behaviours – towards ourselves, our peers and others | – Children demonstrate respectful behaviour in classrooms and in and around school.
– Adults and children are positive role models for each other – everyone is respected.
– Adults, children and their peers are polite towards each other and are caring, demonstrating a strong moral purpose and modelling social skills.
– Anti-bullying work and the PSHE/RSE curriculum teaches children about respect.
– We aim to create lifelong learners who are respectful and confident. |
| | Respect British Values and the Rights of Others– Understand our rights, how they affect our lives and rights of children globally, celebrating differences | – All children, staff, governors, visitors and people in our local community are respected and valued as individuals.
– Children learn about children’s rights, on a local and global level.
– Children understand the purpose of the charity work that the school does.
– Children learn about how we are the same and how we are different and celebrate diversity.
– Our RE curriculum teaches about different faiths and children learn about different cultures through many different curriculum areas.
– Fundamental British Values are introduced, discussed and lived through the ethos of our school. |
| | Respect the environment – our school, the community and the wider world | – Children are encouraged to tidy up after themselves, take on school roles to support the school and use equipment correctly.
– Children demonstrate respect when attending trips and visits in the local community and beyond.
– Children learn about relevant and current events, locally and globally, including environmental issues such as climate change. |
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| Be Safe | Keep ourselves safe – know how to report concerns and worries, including with friendships | – School is a safe environment where children know how to report worries and concerns.
– Children are taught how to keep themselves safe throughout the curriculum.
– The PSHE, RSE and other curriculum areas support learning about keeping safe.
– Children will be supported to make a positive contribution to our rapidly changing society.
– Children know how to respond to anti-social behaviour. |
| | Being safe in the school and community – Knowledge about our families, the school, the local context and wider world | – Children know about ways to keep everyone safe, including through tidy environments, cloakrooms and school grounds.
– Children learn about relevant issues that affect the local community, including the dangers of electricity, ‘stranger danger’ and this is adapted by current events.
– Children who may be vulnerable are identified and we work with our parents and carers.
– Children learn about sustainability and how to look after our environment and our world.
– Children learn about people who help us, including emergency services and the NHS.
– Children understand our local contextual safeguarding risks including water/river safety. |
| | Being safe online –Using technology for the right reasons and knowing its limitations | – The IT curriculum is progressive and meets the needs of the children at Whinstone (many of whom have access to personal devices).
– Children are taught about online safety, online bullying and how to use technology in a safe way.
– Children follow school rules when using technology.
– Children know who to report any worries and concerns to. |
