Information on our broad and balanced curriculum can be found on this page and a number of other areas on our website including the class pages and curriculum pages.
Subject leaders have updated schemes of work in line with the National Curriculum 2014. Class teachers continue to provide high quality learning experiences for the children through our thematic, creative and life skills approach.
Literacy and Numeracy
The National Curriculum 2014 is fully embedded in the Year 1 and 2 school curriculum for both of these subject areas. Please see below.
Subject leaders for these areas monitor these curriculum skills documents each year to check if content needs to be adjusted to support the learning of all pupils.
The ‘Homework how to…’ section on the website has some useful tips demonstrating how we deliver aspects of the Literacy and Numeracy curriculums, as well as glossaries of terminology.
Curriculum Information for Parents
At Mildmay we plan a curriculum which takes account of the National Curriculum, Literacy and Numeracy Frameworks in Key Stage 1 and in Reception and Nursery the Early Years Foundation Stage Curriculum and the Development Matters.
Through our Life Skills we promote the spiritual, moral and social development of our children to take account of the fact they are the citizens of the future. These skills are celebrated weekly in an Assembly and also with every classroom having a Life Skills Wall. This demonstrates how, through the curriculum, children learn to be resilient, reflective, have postive relationships with others, take risks and be resourceful.
The curriculum is planned through a theme each term, which the children are encouraged to contribute ideas. These themes also have an element which provides the opportunity to learn about the global community we live in.
Each term an overview of the curriculum and teaching and learning opportunities are distributed to parents of all children at Mildmay.
In Key Stage 1 challenges are provided to carry out at home. These build upon classroom activites and also, at times, give children the chance to research information about a theme or idea. This work is celebrated and can often be found on display in classrooms.
Our Website Class Pages demonstrate our curriculum in action and these are updated regularly.
British and Global Learning Values
Every term each Year group plans activities around a theme and this always includes part of the learning being focused on people, places and cultures around the world. We also remember the importance of looking at our own British culture and values too. The learning can encompass more than one curriculum area and can also involve the whole school community together. Teachers use a range of themes to deliver the curriculum using stimulus from both Britain and the wider world. We use British inventors, innovators, explorers and sporting hero’s to ensure that our children have a range of excellent role models from both genders.
We have celebrated Royal events such as The Queens Diamond Jubilee, the Olympics and Paralympics and also the Football World Cup. We have also enjoyed looking at Harvests Around the World and often present whole school singing events to all of our parents. We staged a whole school Carnival Week with music, dancing and costumed processions around the school for parents. Our children travel from Britain all around the world in their learning. Some have reported on panda’s in China and some classes even had a Chinese Restaurant in their classroom! Year 1 and 2 children made Cuckoo clocks together and also baked some Gingerbread cookies when learning about Germany. Reception children have learnt all about Divali the Hindu Festival of Light. Year 2 children travelled to New Zealand and have learnt about the country now and in the past with Captain James Cook. When looking at Anansi stories from Ghana they made their own masks. Anansi the spider mascot even went with them to the Schools Sports Partnership Mini Olympics event! They have also learnt about links between our city and Annonay in France and the importance of this place in relation to the Montgolfier Brothers. Our class web pages will help you to see what we are doing currently.
Our school helps children to value democracy and the right to have a free voice through class and school council, our Children’s Charter and our commitment to Unicef’ s Rights and Respecting Award. Some of our school council have visited School Governor meetings and Governors have visited School Council. We encourage high levels of independence and open ended learning so children have the right to develop their own thinking. We are really proud that our Year 2 children have written, produced and performed their end of Year concerts Aladdin and Once Upon a Boat Trip. Through class councils children choose what and how to present their learning in class assemblies. Children have also voted to decide what kind of books to choose on the visiting Book Bus. Each class is committed to developing life skills and has a display dedicated to celebrating this. Children can assess their own ability to recognise their own life skills in their day to day learning and living and use classroom monitoring systems they have devised to show this. We believe our life skills support the well-being of our children and also their capacity to live in a modern Britain. We believe our safeguarding systems are robust enough to enable us to ensure we can all work to support and educate children and families to be respectful of each other in the school community.
Our children know the ingredients for a happy school and help to set classroom and playground expectations. In weekly assemblies our Diva’s and Dude’s awards, devised by our team of MDA’s, encourage our children to live up to these at lunchtime. Each week a class who has been making good choices all week is awarded our special dog ‘Robbie Right Choices’. He is able to spend a whole week with the class complete with his kennel, iPaw and extensive wardrobe! Children know that a Paw Card is telling them to ‘pause for thought’ and consider a different course of action. Some of our children have assisted by being ‘Paw Pals’ and helping their friends with those right choices. Children designed our playground bins to help us all respect our school environment. Year 2 children choose to be Dinner Buddies and help out with younger children to ensure that dinner trays are tidied away properly. Our Science, ICT and PSHE curriculum also contributes to this knowledge about keeping safe in different contexts.
Our school develops mutual respect for all. This is done explicitly through collective worship and we do welcome visitors to this from different religious backgrounds. Our weekly Celebration Assembly values a range of learning behaviours and achievements. All teachers are involved with delivering our assemblies on a range of themes related to values, different faiths, beliefs, behaviour and respect. We have a range of resources, including artefacts, to support the teaching of RE. Class Ambassadors give a welcoming reception to visitors in classrooms and talk about what the class are doing. In Literacy activities children are encouraged to explore the values and conscience of characters to determine whether actions where fair or not. Children are also encouraged to consider different scenarios to explore choices, consequences and positive outcomes. Our PE leader ensures that all children have the opportunity to engage in School Sports competitions. Entrepreneurial weeks in school have led to children wishing to donate profits to Unicef and the ‘School in a Box’ scheme alongside whole school fundraising. Each year the school supports the local and wider ranging community and have made collections for the local foodbank, homeless shelter and for communities in Europe.
At Mildmay Infant and Nursery School we all share common values which we believe to be universal and therefore will support our children to live in the modern world.
At Mildmay we believe that the Literacy curriculum should develop children’s ability to speak, read and write for a range of purposes. Children should be able to communicate ideas, feelings and views in a creative and imaginative way. We want the children at Mildmay to become enthusiastic readers and writers of all kinds of texts. We want them to be performers of poetry and drama. We want them to be researchers using a variety of non-fiction texts and ICT resources. Children at Mildmay will gain an understanding of how language works and use their skills, knowledge and understanding in range of different situations.
Each term Year groups plan the curriculum around a theme, normally one which children have contributed ideas too. Lots of the literacy work is based around this theme. Children have the opportunity to produce a wide variety of writing which is appropriate for different purposes and audiences. Children can evaluate their own and the contribution of others in a range of drama activities. They can reflect on the use of language and be encouraged to listen and concentrate to identify the main points of what they have heard. They are given opportunities to converse and be confident speakers in different situations with a range of people.
At Mildmay we follow the Letters and Sounds scheme to develop important phonic skills for reading and writing. This teaches them spelling strategies, ways to check spellings and develops their phonic awareness to help them with reading. However we also believe that children’s love and enjoyment of books is paramount and developing children’s understanding of what they read is equally as important. We teach children important grammatical skills through spoken language, games and shared reading and writing. We believe that grammar skills can be taught in a creative way so that they are embedded in a meaningful context.
However we also believe that children’s love and enjoyment of books is paramount and developing children’s understanding of what they read is equally as important. We welcome opportunities to have authors and illustrators visit Mildmay. We look to alternative approaches to develop reading and were part of the Read2Dogs scheme recently.
At Mildmay we have a range of scheme and real books organised into a colour coded system in each class. Children can choose an individual text to read from this and will also move through the different colour levels as their reading progresses.
In Key Stage 1 children participate in a Reading Workshop which will include a guided reading session matched to reading ability and a variety of reading and writing activities. In Reception children read individually and during the year move towards guided reading in a group. Guided reading texts are also organised into the same colour coded system as individual reading texts.
Teachers make use of the home school book to communicate with parents about their children’s reading in school.
Every class also has the opportunity to visit the library weekly. When the Book Bus visits children help to choose new books for the classroom or library.
We look to improve our book stock in school regularly and any books we no longer required are donated to charity. Most recently we sent some books to a charity in Uganda who aim to support children’s education prospects.
The children helped formulate a reading vision in School Council where they stated what was important to them.
At Mildmay we also believe in ensuring that children develop a neat, legible and cursive handwriting style. We encourage children to care about the presentation of their work. Our handwriting scheme begins in Reception. Firstly it focuses on developing writing movements on a large scale and moves onto formation of letters which paves the way for joined writing. In Years 1 and 2 the focus is on developing the correct formation of letters when they are joined.
Here at Mildmay, our staff and children know that Mathematics can be fun and enjoyable, as well as important to all areas of our lives and futures. We aim to develop sound arithmetic skills in all pupils, as well as the ability to reason, explain and justify in a variety of mathematical contexts, enabling all our children to grow into adults who can fully participate in the modern world. We strongly believe in the importance of children applying their knowledge, skills and understanding in a variety of contexts, including real life problems and those of a more theoretical nature. At Mildmay learning is practical and interactive and children and adults are enthusiastic and well-motivated. The children enjoy working with confidence and independence.
In the Early Years Foundation Stage we follow the Early Learning Outcomes leading to the Early Learning Goals. Key Stage One has a life skills curriculum, which is specifically tailored to the needs of Mildmay. Learning objectives taken from the New National Curriculum 2014 have been broken down into a clear progression of knowledge, understanding and skills for each year group. Class teachers use their extensive assessments to ensure the children are challenged, but also supported in their learning. The life skills of resilience, reflection, risk-taking, resourcefulness and relationships are integrated into the Mathematics curriculum, enabling all children to develop their independence and confidence. Our curriculum has four main components; number and the number system, including fractions; statistics; geometry and measure; problem solving through application. Economic awareness is developed through activities such as Money Week, where children set up and run their own mini-business. Each term our learning for all subjects is supported by a different theme. Our Numeracy lessons can be based around this theme, although due to the nature of Mathematics it is also necessary to plan discrete lessons.
At Mildmay we are committed to teaching Mathematics in a variety of contexts, enabling children to apply the skills they have learnt to different situations. All children are encouraged to develop their communication and thinking skills through reasoning, justifying and explaining their mental processes and methods, enabling children to make their own mathematical links and connections, developing a true understanding of mathematics. All children are encouraged to explore different ways to record their learning to aid their own understanding. This is the built upon, whereby more formal notation is introduced and used by the children at the appropriate stage of learning for each child. Children are supported in learning to evaluate their own methods and ideas, as well as those of their peers.
We believe at Mildmay that the appropriate use of ICT has the potential to improve the quality of teaching and learning for every child across the full breadth of the curriculum, so that it is fun and stimulating. We have lots of fantastic resources and software which we use with the children to captures their imagination and enhance learning. The effective use of ICT in the classroom allows our children to feel excited about technology, access lifelong learning opportunities and adapt to the rapid changes that take place in this field.
Each class has their own interactive white board and classroom computers which are used throughout the day to support ICT and other areas of the curriculum. The classes also have their own camera, which both the children and adults use for taking photographs and recording videos.
We have an ICT suite, which the classes use once a week for the discrete teaching of computer skills. We also have many other resources which the children use including: bee bots and constructabots (programmable toys), digiblues (child friendly video cameras), talking postcards (children record into them and are able to instantly listen to their recording), easispeak microphones (for recording songs, interviews, thoughts, ideas, role-play, stories which are then edited using the audacity program) and easi-ears (a digital wireless audio system).
The children at Mildmay learn many ICT skills. We recognise that children start at Mildmay with varying abilities and prior experience with ICT, and therefore the teachers plan and differentiate activities according to the individual child’s needs. The ICT curriculum is split into five different areas:
- Control and Sensing
- Research and Internet Safety
- Handling Data
- Modelling and Simulation
Through our Geography and ‘Knowledge and Understanding of the World’ (Early Year Foundation Stage) we aim to stimulate understanding of people, places and environments across the world.
The local area is used as an important resource in this learning, with the children exploring the school grounds and surrounding areas whilst developing their questioning and investigative skills. Comparing the local area to a contracting locality enables the children to develop their knowledge and understanding of physical, social and economic features throughout the world.
The children learn to use a variety of resources to support their geographical learning, including maps, globes, atlases, photos, books and the internet. They learn to use and interpret maps, increasing their skills of research and investigation.
Our children love learning through a thematic ’topic’ approach. This enables the children to use the skills they have learnt in other curriculum areas to record and present their geography work, and to develop their geography skills through other subject areas. Examples of recent topics that have promoted lots of fun and exciting geography work include ‘Heroes and Villains’, ‘Dragons and Unicorns’, ‘Animal Planet’ and ‘Up, up and away’.
At Mildmay Infant and Nursery School ‘History’ is incorporated into many areas of the curriculum.
In Year 2 the children enjoyed finding out about ‘The Great Fire of London’ and famous people. In art the children made silhouette pictures of the fire and drew portraits of historical people.
Classes had fun researching the history of London and compared it to London today. On the computer during ICT the children created their own newspaper headlines, such as “Fire! Help Fire! They used the bold and font tools.
During drama sessions the children pretended to be people in London at the time of the Great Fire. The Year 2’s composed their own fire poems. They enjoyed a visit from ‘History off the page’, where they experienced a variety of activities, such as sewing (activities people may have known in 1666).
During the topic of ‘The Seaside’, children compare a Victorian seaside resort to a seaside resort of today.
In Year 1 during the ‘Homes and Houses’ topic the children look at the differences between old and new appliances in the home. How did people used to clean their homes – did they use vacuum cleaners? How have appliances changed over time? What has been invented?
In the Foundation Stage ‘History’ comes under the area of ‘Knowledge and Understanding of the World’. The children develop the ability to use appropriate language for the passing of time, such as ‘yesterday’ and ‘last week’. They talk and write about what they have been doing during their weekends and half terms. Comparisons are made between themselves and babies – how have they changed now they are older? What can babies do?
Links are developed with our focus in class, for example during our ‘Wheels’ topic the children compared old and new cars, looking at differences and similarities. A penny farthing bike was brought in and compared to bikes of today.
Children are naturally curious about the world around them. We believe that the best way to learn science is through first-hand experiences, in a range of domestic and environmental contexts that are familiar and of interest. The teaching of Science through creative, skills based activities enables everyone to achieve their individual potential whilst inspiring a love of learning. “Subject specific” skills and knowledge are taught in a cross-curricular and thematic way. Wherever possible, links are made between different curriculum areas. Outdoor learning is used to enhance pupils understanding of science. Activities are differentiated to ensure that all children can achieve and be challenged.
Science through Art
Children in the Foundation Stage children explore the world of science using “Knowledge and Understanding of the World” in the Early Learning Goals and Development Matters. Children discover how things work in the environment around them by being involved in child and adult initiated activities.
The science curriculum in Key Stage 1 is divided into 4 areas, scientific enquiry, life and living processes, materials and their properties and physical processes. The life skills of resilience, reflection, risk-taking, resourcefulness and relationships are integrated into the science curriculum. Children’s knowledge gained from everyday experiences and those from the Foundation Stage are extended and developed in Key Stage 1 and their scientific vocabulary is broadened.
At Mildmay children are encouraged to be independent thinkers and learners using opened questions.
At Mildmay we believe that Art stimulates creativity and imagination and encourage the children to explore a wide range of art activities. Through our cross curricular, creative teaching the children experience visual, tactile and sensory lessons which enables them to develop different ways of understanding and responding to the world. Art allows all children to communicate what they see, feel and think through the use of colour, texture, form and pattern.
The use of art as a stimulus for learning enables all children to develop and express their own ideas and opinions. Focusing on an artist or a particular piece of art gives the children opportunities to begin to understand the influences art can have in others beliefs and values. The children will develop their own spiritual, moral, social and cultural understanding as they are encouraged to explore a wide variety of cultures, beliefs and religions through art. They will explore the influence of art in their own society and around the world.
The school uses a variety of teaching and learning styles in art lessons and our principle aim is to develop the children’s knowledge, skills and understanding. We do this through a mixture of whole class teaching and individual/group activities which allows the children to explore and develop ideas. Children are able to work on individual and large scale projects.
Children in our Foundation Stage are encouraged to explore colour and texture by printing, painting and creating using a wide range of resources; such as brushes and sponges, paint, water, sand, dough, clay and bubbles. The children can produce their own masterpieces using a range of equipment which is always available to them. They are given the opportunity to experiment on large and small scale projects and this is a time of great discovery and the children delight in producing something to take home.
Once in Key Stage One the children continue to build on the skills learnt in the Foundation Stage and they are encouraged to take more time and care with their art. The development of their fine motor skills enables them to use smaller brushes and tools. The children are encouraged to evaluate their own ideas and methods, and the work of others, and to say what they think and feel about them. The children continue to use a wide range of resources, as listed above, but also different types of textiles, fabric paints and dyes and silk paints.
All children at Mildmay are encouraged to become involved in shaping their environment through art and design activities and over the last few years the children have been involved in designing new outdoor areas, bins for the playground and canvases in the entrance foyer. The children’s art work is also displayed around the school and this is constantly changing. Year Two held a fashion show to showcase their recycled designs and artwork from our whole school, Olympic Opening Ceremony is currently on display in County Hall, Chelmsford.
We recognise that the appreciation and enjoyment of visual arts enriches lives. Mildmay’s commitment to the Arts has recently been acknowledged by the Arts Council and we were proud to receive the Artsmark Gold Award in May 2012. The Arts Council commented that Mildmay Infant & Nursery School ‘demonstrates an excellent commitment to providing high quality arts provision that is embedded across the curriculum.’
Design and Technology
Design and Technology is essentially a practical problem solving process as it fosters learning through doing. It provides an excellent basis for enhancing and consolidating work in other areas of the curriculum. It encourages children to be creative problem solvers as individuals and members of a team. The process of identifying a need, designing a solution, building an object and testing and evaluating it, can be most rewarding. A sense of achievement is a realistic goal for all children and this enables them to make a positive and valued contribution.
We recognise the importance of Design and Technology in a rapidly changing technological world. It is a subject that helps to prepare all pupils for the rigours and demands of adult life, regardless of gender, age or ethnic origin. It also provides opportunities to develop communication skills and economic and industrial awareness.
Design and Technology can motivate pupils and promote self-esteem and confidence in all, including those with Special Educational Needs and Gifted and Talented children.
In Design and Technology lessons the children learn how to use familiar products to find out how things are made and give them ideas for their own designs. They are taught how to make simple drawings and label parts. The children are given the opportunity to practise specific skills such as making wheels and axles, basic sewing techniques, making and cooking food such as pizzas and biscuits and making products that move using a turning mechanism. The children are taught how to use materials including food, tools and equipment safely. The children participate individually, in small groups and as a whole class to carry out design assignments such as making a puppet, a slipper, a boat or a time machine. They are given the opportunity to evaluate their own products against their original design criteria.
At Mildmay Infant and Nursery School we believe that RE has an important contribution to make to our pupils and to the local and national community. RE enables our young children to begin to explore fundamental British values, such as mutual respect and tolerance for those with different beliefs, which we believe will help prepare them for the opportunities, responsibilities and experiences of later life.
Our school RE curriculum reflects the fact that religious traditions in Great Britain are in the main Christian, while also taking into account the teachings and practices of the other principal religions represented in Great Britain. Through RE we aim to enhance pupils’ personal development by promoting mutual respect and tolerance in today’s diverse society.
Our RE Curriculum
At Mildmay Infant and Nursery school we follow requirements in the Essex Agreed Syllabus for RE, ‘ExploRE’. We teach RE through an enquiry based curriculum, where each unit of work has a key question for the children to explore and answer by weighing up ‘evidence’ and reaching a conclusion. Through this approach the children have to apply the subject knowledge they have gained to the enquiry question, which enhances their learning and deepens their thinking.
Through our ‘UNICEF Rights Respecting Schools’ work the children develop their understanding that all children around the world have rights that link to RE, for example: Article 14: You have the right to choose your own religion and beliefs. Your parents should help you decide what is right and wrong, and what is best for you. Article 30: you have the right to practice your own culture, language and religion-or any you choose. Minority and indigenous groups need special protection of this right
Children learn about Christianity in every year group, with Christmas and Easter being taught in a different way to ensure progressive learning through the year groups. Hinduism, Islam, Judaism and Sikhism are also part of our curriculum, and children will learn about the beliefs and practices that are important with these religions.
- Special People- Christianity, Judaism
- Christmas- Christianity
- Celebrations- Islam, Judaism
- Easter- Christianity
- Story Time- Buddhism, Christianity, Islam, Hinduism, Sikhism
- Special Places- Christianity, Islam, Judaism
- Creation Story- Christianity
- Christmas Story- Christianity
- Jesus as a friend- Christianity
- Easter (Palm Sunday) – Christianity
- Shabbat- Judaism
- Chanukah- Judaism
- Special days- Hinduism
- What did Jesus teach? – Christianity
- Christmas (Jesus as a gift from God) – Christianity
- Passover- Judaism or Prayer at home- Islam
- Easter (resurrection) – Christianity
- The Covenant- Judaism or Community and Belonging- Islam
- Rites of Passage and good works- Judaism or Hajj- Islam
- Special Days- Sikhism
What does Religious Education look like at Mildmay Infant and Nursery School?
RE provides opportunities for the children to reflect upon their own inner feelings, questions, thoughts and experiences and this helps them mature in respect of their own beliefs, values and attitudes. They are able to share what is special and important to them.
The children find out about religions and what is important to groups of people. This helps the children make sense of religion, to appreciate its influence and to understand the part it has played and continues to play in many people’s lives. It helps to prepare pupils for life in a multi-ethnic society with a variety of beliefs and cultures, promoting understanding and tolerance of those with beliefs different to their own.
We are lucky to have lots of resources such as artefacts, clothes and story books to help support their learning of faiths. We enjoy learning about celebrations and festivals around the world and wherever possible links are made between different curriculum areas such as art, music and literacy. We have links with our local churches and we aim to take our children to visit a church during their 3 years at our school. We also encourage visitors from other faiths to visit the school, for example, to talk to class or year groups or to lead an assembly.
At Christmas we enjoy taking part in the Carol Service for the Deaf that is held in Chelmsford Cathedral. The service and carols are all signed. It is an opportunity for schools with Resource Bases for Hearing-Impaired children to come together with the Deaf community and celebrate Christmas.
The Personal, Social and Health Education of our children is of paramount importance to us here at Mildmay. We work hard to encourage our children to be confident, respectful and responsible and allow them to have a voice. We achieve this through regular Class and School Councils where children can express their worries, ideas or just make suggestions of how to improve our school. The children are provided with daily opportunities to be class helpers called ‘Reliable Robins’, who are given important responsibilities to ensure the smooth running of their class. We ran a competition to design our Reliable Robin badges, and two helpers a day wear them with pride!
Each class is also given the opportunity to discuss and devise their own class rules. With ownership of them our children work hard to abide by them.
Our Children’s Charter also helps everyone to remember what is expected of them at Mildmay.
The children’s work is always celebrated by our hard working and dedicated teachers through fantastic wall displays in classrooms and throughout the school. Children’s achievements are recognised through the weekly ‘Celebration Assembly’. PSHE is embedded in all areas of learning in our school but is also taught discretely through ‘Circle Time’ sessions and class discussions.
Mildmay’s Life Skills Curriculum has been successfully integrated into every curriculum area and ensures that our children start developing skills they will use for the rest of their lives. The skills we practise through our everyday learning are RESILIENCE, RESOURCEFULNESS, RISKTAKING, RELATIONSHIPS and REFLECTIVENESS. We have selected different animals to represent each skill and all classes display them on a working wall. This is added to throughout the year with the children’s examples that demonstrate them.
At Mildmay we have ensured that PE is taught where ever possible using the thematic approach. There is clear progression between the year groups; developing the skills they have gained in the previous year. The teachers plan and ensure that all abilities are challenged and differentiated for. PE lessons are taught both inside in our school hall and also outside in the playground. In the Early Years Foundation Stage, the teachers plan activities to help develop the children’s ball skills along with expressing themselves in dance, and moving with control and co-ordination in gym. The learning environment in the Foundation Stage is set up so that there are always activities to extend the children’s physical development during child initiated learning; both inside and outside. In Key Stage 1, along with building on the skills the children learnt in Foundation Stage, they also start to introduce playing team games and developing tactics.
Teachers in the Early Years Foundation Stage plan using the development matters and early learning goals and teachers in Key Stage 1 plan using the National Curriculum.
As part of our Healthy School’s attitude and Life Skills the children recognise the importance of healthy eating and a healthy life style. We enjoy celebrating children’s sporting achievements outside of school, in class and in school assemblies.
Spiritual, Moral, Social and Cultural Development (SMSC)
Spiritual, Moral, Social and Cultural (SMSC) Development is promoted and permeates through all the curriculum subjects. It is also reflected in the ethos of the school and through the development of positive attitudes, values and planned reflection encouraged throughout our school community.
It is mirrored in the vision of the school whereby as valued individuals we all belong to a respectful, caring, unique community where together we can grow through enjoyable, active learning.
As such we provide a stable community where everyone feels supported and listened to. We provide a community where children are given opportunities to take safe risks within a secure environment.
Also, through creative skills activities we enable everyone to achieve their individual potential, whilst inspiring a love of learning.
We aim to encourage our school community to make the appropriate choices that lead to an emotionally and physically healthy lifestyle.
Within our school community we promote the development of respectful, responsible, self -confident individuals who have a voice and make a positive contribution.
We work together to provide an environment where all are guided towards a confident, positive, self -sufficient future.
SMSC is cross curricula and includes promoting the aims and principles of the PSHE, RE, Drug Education, Safeguarding, Sex and Relationships Education, Race Equality, Disability and Equality Policies. Within all curriculum areas there are opportunities to explore different aspects of SMSC.
Through the taught curriculum and through the use of appropriate teaching and learning strategies such as discussion, reflection, pupil participation, collective worship etc all staff are able to make a contribution to the development of SMSC.
Within our school community positive relationships are modelled by all members of staff showing respect for each others’ ideas, opinions and beliefs.
Many of the aims for the development of SMSC are reflected in the growth of the children’s awareness of the Life Skills that encompass; resilience, resourcefulness, reflection, relationships and risk taking. Within the school these life skills are promoted and the children are encouraged to identify the Life Skills they are using within all areas of the curriculum. Also SMSC is reflected in the Childrens’ Friendship Charter.