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Westover Primary School

Our Values

Our school values are at the core of everything we do. They underpin our teaching and learning, and provide an environment which prepares our pupils as confident, happy citizens. Our six values are:

Ambition, Kindness, Teamwork,

Curiosity, Creativity, Resilience,

  • We strive to do our best and aim high in all we do.
  • We are kind to each other so that our school is a happy place to learn.
  • We work together to achieve the best outcome that we possibly can.
  • We are curious to help us gain a wider understanding of the world.
  • We use our imagination to show how unique and different we are.
  • No matter how big or small the challenge, we should never give up without a good try.

Promoting Fundamental British Values.

 

In accordance with The Department for Education we aim to actively promote British values in school to ensure our young people leave school prepared for life in modern Britain. We promote Democracy, the Rule of Law, Individual Liberty, Mutual Respect and Tolerance of those with different faiths and beliefs.


Pupils are encouraged to regard people of all faiths, races and cultures with respect and tolerance and understand that while different people may hold different views about what is ‘right’ and ‘wrong’, all people living in England are subject to its law.

 

Democracy   

Democracy is common within the school and can be seen, for example, through our work with our pupil leaders, pupil conferencing and in assemblies.  Also key to this is the concept of holding others to account, including those in positions of authority of influence. 

 

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 regular school days, as well as when dealing with behaviour and through school assemblies. Pupils 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, and given opportunities to experience these in ‘real life’ school situations.  We adopt a positive approach to managing behaviour, using a system based on the principles of restorative justice. 

 

Individual Liberty     

Within school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young pupils to make choices safely, through provision of a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms) and are advised how to exercise these safely; for example through E-Safety and PD (PSHE) and SRE lessons. 

 

Mutual Respect   

Respect underpins all that we do at Westover and is seen between children, staff, parents, visitors and governors.  Additional support is provided for individual pupils, through pastoral care work. This support helps to develop self-esteem and to practise strategies pupils can employ to help improve their respect of others. 

 

Tolerance of Those of Different Faiths and Beliefs     

This is achieved through enhancing pupils’ understanding of their place in a culturally diverse society and by providing opportunities to experience such diversity. Assemblies and discussions involving prejudices and prejudice-based are supported by learning in RE and PD (PSHE.) Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school. Through a wide range of activities, the school secures such standards and uses strategies within the National Curriculum and beyond to secure such outcomes for children. 

 

Our Curriculum

Our curriculum develops the skills required to access/share information, make/express decisions and helps children apply them to society and the world. These include the understanding and use of money, effective writing and reading skills, collaborative work, discussion and research of ideas and concepts, and gaining a broad and balanced understanding of the society in which they live. Aspects of study beyond core skills include historical and geographical context of the United Kingdom, incorporating local and national evolution, as well as international comparisons. 

Our school makes the best use of opportunities as they arise, for children to learn about events in the past which have shaped the future. Every year, all children are involved in classroom activities that focus their thinking on Remembrance. Throughout our taught curriculum, children undertake a range of history topics about the development of Britain through different periods. 

 

Assemblies

The sharing of stories, images, events, music and expectations that, with clarity and precision, promote the values expressed. Such proceedings vary in the methodology of delivery in order to secure interest and understanding and are designed to impact on children regardless of knowledge, experience or cognitive maturity. Our assemblies  recognise that our children may have a wide range of faiths, or none. They are however,  in line with regulation and “wholly or mainly of a broadly Christian character”. 

Pupil Leaders

 

At Westover we encourage children to take an active role in making our school a better place and to take responsibility for how our school is led. 

 

We encourage our children to take on responsibilities around the school, showing their values of Responsibility, Stewardship, Unity and Democracy.  

We have different leadership roles for different year groups:

 

Y2         Year R Leaders

Y3/4      Playtime Leaders

Y5 & 6   Pupil leaders: Library Leaders, Sports Leaders, Eco Leaders, Assembly/Values Leaders, Fundraising Leaders, SLT Helpers

 

The children apply for their posts and are selected for their roles on merit.  We focus on which values will be most useful in the roles applied for and how individuals will represent the whole student body.

 

After an inauguration ceremony, the children spend time with the Headteacher or Deputy Headteacher, to agree what their priorities for the year will be and how they will go about achieving them.  This may involve support from other members of staff, from parents or from members of the wider community. 

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