Ethos and Values Sheriffhales Primary vision, values and drivers Our aim (vision) is to be growing hearts and minds Our ethos (to instil in our children) We want our children to grow to be happy, healthy and resilient citizens who contribute to the world with respect, kindness and determination. Our children are Sheriffhales STARs when they Strive Try together Achieve Respect Our drivers to achieve this are ACTIVE MINDS AND BODIES – we will guide our pupils to lead a safe, healthy physical and mental life through our curriculum and further curricular opportunities. CARING FOR OUR WORLD – we believe we are agents of tending to the needs and rights of our world and that we care for our local and global environment. READING FOR LIFE – we promote reading as the single most important driver for accessing the curriculum and success in life. PRIDE IN OUR DIFFERENCES – we are proud of our differences and we share them respectfully. We celebrate the richness of diversity in our school, community and the world. THE POWER OF LANGUAGE – we want our children to be able to speak for themselves and others, by giving them the vocabulary and confidence to express themselves and reflect upon their thoughts and opinions. ENJOYING LIFE – we love what we do and we are happy and confident doing it. We can judge risk and push ourselves to be our best. We can find contentment and a valued place in society through being kind, respectful and working hard. These drivers are woven through the entire curriculum and school life; they are essential in order for our pupils to embrace our vision for them. Our children helped to decide these important foundations. Our curriculum strategy Our curriculum has been designed to offer a broad and balanced experiential education for all our learners, from Early Years to the end of Key Stage 2. It is intended to build knowledge over time, with a wide variety of opportunities to know more, remember more and so achieve more. Our intent: to grow hearts and minds Driven by: Active minds and bodies Caring for our world Reading for life Pride in our differences Having power through language Enjoying life Implementation curriculum & pedagogy Core subjects English Maths Science Foundation subjects History/Geography Art RE Music PE MFL D&T PSHE ICT Impact core and foundation subjects assessed Outcomes considered Review of achievement made The rationale for our implementation: Cognitive science tells us that working memory is limited and that cognitive load is too high if students are rushed through content. This limits the acquisition of long-term memory. Cognitive science also tells us that in order for students to become creative thinkers or have a greater depth of understanding they must first master the basics, which takes time. Our curriculum has been designed to reflect our view that the acquisition of knowledge and skills are closely linked, and that both are essential for children to achieve in Britain and the wider world. Our curriculum is framed to reflect the ‘Purpose and Aims’ of the NC and so support the children’s progress. Our curriculum has been mapped to ensure that we fully cover all requirements of the National Curriculum and that current learning builds upon pupils’ prior learning in approach, subject content, and vocabulary. Every subject has a co-ordinator who ensures there is progression in the key knowledge and skills that are required in that subject. We strive to empower our co-ordinators to have the tools and knowledge to be experts in their area through continuous professional development. Learning within each topic, though linked by content theme as far as possible, is structured to develop the children as learners within each separate curriculum subject, i.e., focusing on the characteristics of an effective scientist, an effective historian and so on, alongside content knowledge. While our content is subject specific, our curriculum drivers enable us to make links across the curriculum: this strengthens the model of learning at Sheriffhales. This approach enables pupils, over time, to develop an understanding of the distinct nature of different learning ‘disciplines’ whilst creating a knowledge network which enables them to make connections between different subjects and thus enrich their understanding of both. For example, whilst we study art history as part of our Art & Design curriculum, we also understand how some works of art can be a rich source of evidence for the historian, or that maths can be a useful tool in science. The learning sequence will be as follows: · Purpose and possibilities of each subject and topic · Identify key concepts in the topic · Recap knowledge including links and connections between topics · Learn individual facts and ideas at preliminary stage · Developing skills · Experiential learning · Assess and revisit In addition to the planned curriculum, we embrace opportunities to further broaden our pupils’ experiences and build their cultural capital. This takes many forms including : · whole school themed experiences such as Mental Health Day, Whole School Science Investigations, esafety day, anti-bullying awareness day, inter-faith representative visits · celebration/special days such as eSafety Day, World Book Day, Odd Sock day (anti-bullying) · participation in school sporting inclusion events and competitions, dance and music perfomances · pupil Leadership roles within school e.g., sports ambassadors, house captains, assembly speakers, outdoor area consultation with pupils, School Council · a planned schedule of wide-ranging assemblies and PSHE lessons including Bible stories from Open The Book, Remembrance Service, worship in our local church for key church calendar events, understanding fake news, anti-bullying, safety. – community events such as weekend workforce with the PTFA, summer fayre, weekly community café, elderly residents afternoon teas, Guide Dogs UK days -Residential trips for all KS2, with outdoor challenge and risk · Learning activities, including exploration of current affairs and global issues through lessons and events days School choir with regular performance opportunities · making full use of our grounds to promote outdoor learning and regular Forest School sessions is part of a major expansion plan, in the newly developed outdoor garden · after-school clubs such as football, archery, gymnastics, dance. · peripatetic music teachers for singing, guitar, piano, violin and drums Termly music concert performances Impact To measure impact in terms of educational outcomes, we use a variety of monitoring approaches including lesson observations, learning walks, link governor walks, book scrutiny and pupil voice to see if pedagogical style matches our depth expectations and to benchmark and compare progress over time. Because learning is a change to long-term memory, we do not expect to see impact in the short term. We have ongoing assessment via observation, quizzes, diagnostic tests, and formal assessments in reading (PIRA and Salford) and mathematics (White Rose) to generate gap analyses. Both formative and summative assessments inform future planning and targeted intervention and as to whether we consider a pupil to be ‘on track’ to attain end of year expectations in each subject. We also complete formal assessments of pupil attainment against the Early Learning Goals in line with statutory requirements, Multiplication Check (yr4) and SATS (yr2 – ends in 2023 and y6). Our behaviour code. Sheriffhales pupils are supported to meet our aim for them through the STAR behaviour code. This recognises, rewards and celebrates the positive behaviours which we nurture and encourage every day, and links to our behaviour policy. When we reward STAR pupils, we are celebrating when learners in our school STRIVE TRY TOGETHER ACHIEVE RESPECT Children are supported and encouraged to live the STAR behaviour code every day. They are celebrated in weekly assemblies and of term ‘Superstar’ assemblies where outstanding pupils receive a badge and feature on the STAR board. British Values Democracy At Sheriffhales Primary School democracy is taken very seriously. Children are actively encouraged to share their views and opinions regularly in a variety of ways. The school council is one such example: we hold an election week when the children vote for their preferred candidate for class representative on the School Council. Representatives wear a special badge and are involved in decision-making, such which new play equipment, choir t-shirts, away strip design for sports, etc. Children vote for their choice of House Captain, chosen from Year 6. All children complete pupil voice questionnaires which provides them with the opportunity to share their views of learning and suggest ways in which the school could be improved further. The Rule of Law The importance of laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout the school day and through school assemblies. Children are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Individual Liberty Within school, children are actively encouraged to make decisions and choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young children to take risks and make choices safely. Children are encouraged to know, understand and exercise their rights and personal freedoms and advised how to exercise these safely. Mutual Respect Mutual respect is at the heart of our values. Children learn that their behaviours have an effect on their own rights and those of others. All members of the school community treat each other with respect. This behaviour is also constantly modelled by members of staff at all times and is constantly supported and reinforced through our STAR code of behaviour. Tolerance Sheriffhales Primary School is situated in an area which is not culturally diverse, therefore we place a great emphasis on promoting diversity with the children. Whole school events are regularly planned to address this issue either directly or through the inclusion of stories and celebrations from a variety of faiths and cultures; our RE and PSHE teaching reinforce this. Children explore world faiths alongside their learning about Christianity. Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school. Other visitors , such as elderly residents, visually impaired, Paralympic athletes, are often in school and provide the children with opportunities to understand others’ experiences.