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The spiritual development of pupils is shown by their:

a) ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest

  • RE lessons include opportunities to reflect on their beliefs and those of others
  • All classes have a display to act as a focal point for personal reflection

b) sense of enjoyment and fascination in learning about themselves, others and the world around them

  • High attendance at residential trips
  • Participation in a wide range of clubs and sporting activities
  • Regular class trips to enhance topics

c) use of imagination and creativity in their learning

  • ‘Mystery Mondays’ provide the children with opportunities to design their own curriculum
  • Homework projects links to school projects to support learning at home
  • Termly school visits to link in with topics from the Edison theme based curriculum
  • £20,000 spent on a refurbished EYFS courtyard area to promote learning through creative play

d) willingness to reflect on their experiences.

  • Children’s participation in class discussions is good
  • Children regularly respond to marking and self assess against learnng toolkits

The moral development of pupils is shown by their:

a) ability to recognise the difference between right and wrong, readily apply this understanding in their own lives

  • Specific assemblies are held on the school’s Golden Value of honesty
  • Playground Leaders support and resolve issues at break times

b) understanding of the consequences of their behaviour and actions

  • The school’s behaviour policy is built around restorative justice ideas that prompt children to think and talk about their actions and how they affect others
  • There is a regular programme of SEAL based assemblies that focus on different aspects of relationships
  • Children lead assemblies on themes such as eSafety

c) interest in investigating and offering reasoned views about moral and ethical issues, and being able to understand actions

  • Charity work in both this country and abroad has been instigated by the children through both independent ideas and those of the School Council following presentations

The social development of pupils is shown by their:

a) use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds.

  • Playground Leaders support appropriate peer-peer social skills
  • Children in Class 5 are using ‘Packtypes’ strategies to consider their own personality profile and awareness of that of others’
  • Sports festivals provide children with opportunities to work with children from schools in different socio-economic backgrounds

b) willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively

  • The school’s behaviour policy is built around restorative justice ideas, resulting in children being articulate in finding their own solutions to conflicts
  • Children participate well in out of school, PTA events, including talents shows.
  • Children’s behaviour when out in the local community is regularly praised, with behaviour awards received at sports festivals and positive verbal feedback given on trips

c) acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and tolerance of those with different faiths and beliefs; the pupils develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.

  • Places for sports teams are allocated by ballot to ensure equality of opportunity
  • Children work collaboratively to receive behaviour tokens that result in rewards for all
  • Levels of negative behaviour incidents are low
  • Children select members of their own class to receive awards who they have seen consistently demonstrate the Golden Values

The cultural development of pupils is shown by their:

a) understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others

  • The school takes part in national events that mark cultural heritage, ie Armistice Day
  • The school makes use of the local environment, ie Hestercombe House, Cheddon Church to gain an understanding of the local heritage

b) understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain

  • The school celebrates the nationalities of our children, with a range of flags on display throughout the building
  • School trips are set up to provide comparisons and understanding of different faiths
  • History topics cover time periods that have affected national heritage and culture, with trips provided (ie Maiden Castle) to give children first hand experiences

c) knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain.

  • Election of School Councillors, and their role in promoting the views of their peers, reflects the parliamentary system

d) willingness to participate in and respond positively to artistic, sporting and cultural opportunities

  • The school provides a range of sporting activities, both on site and as part of festival days and inter-school competitions held at the local secondary schools
  • The curriculum provides artistic opportunities and there is always a display of the children’s artwork in communal areas of the school to celebrate and inspire
  • Children have represented the school in music events held locally and at Wells cathedral. A country dancing troop will be representing the school at a County wide festival in the summer
  • The end of year celebrations service celebrates achievements in Music and the Arts with dedicated trophies

e) interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity, and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.

  • The school has had no incidents of racial or cultural abuse
  • Through visitors of different faiths to school and trips to different religious buildings, children have shown respect and developed understanding
  • School collective worships are led by a range of leaders
  • The school supports a range of charities, both local (Taunton Homeless), national (NSPCC, Heart Foundation) and international (Isuub)

Promoting British Values

Under the latest OFSTED, school’s need to actively promote fundamental values of: Democracy, The Rule of Law, Individual Liberty, Mutual Respect and Tolerance.

In school we address these areas through:

Democracy

  • Encouraging children to become involved in decision-making processes and ensure that they are listened to in school through things such as Mystery Mondays, Prayer boxes, Pupil Questionnaires and the School Council, and Digital Leaders
  • Holding elections for the roles of School Council and Prefects

The Rule of Law

  • Ensure that school rules are clear, are displayed in all classes and understood by everybody
  • Include visits by local police and PCSOs as part of the curriculum
  • Use restorative justice techniques to resolve conflicts

Individual Liberty

  • Encouraging pupils to take responsibility for their actions, by guiding them through the school’s behaviour policy.
  • Have a strong anti-bullying culture in school, where issues are addressed quickly.
  • The School’s Digital Leaders take assemblies to teach their peers about eSafety safeguarding issues and strategies
  • Challenging stereotypes through PSHE/RE lessons

Mutual Respect and Tolerance

  • Develop personal thinking skills through ‘successful learning’ and more recently ‘packtypes’ activities
  • Visiting different places of worship
  • Having a range of different leaders of collective worship
  • Making comparisons between people of different and no faith in an informed and sensitive manner
  • Developing links with members of the local school community
  • In Class One we decide what area to learning by choosing on the challenge board