Emotional Well-Being Policy
Nursery Admissions Policy
Pupil Premium Grant Expenditure Report to Governors – 2016/17
Pupil Premium Policy
Pupil Premium Statement
Special Educational Needs and Disabilities (SEND) Policy
Spiritual, Moral, Social and Cultural Policy (SMSC) including Collective Worship
Pupils’ spiritual development is shown by their:
- Beliefs, religious or otherwise, which inform their perspective on life and their interest in and respect for different people’s feelings and values
- Sense of enjoyment and fascination in learning about themselves, others and the world around them, including the intangible
- Use of imagination and creativity in their learning
- Willingness to reflect on their experiences
Pupils’ moral development is shown by their:
- Ability to recognise the difference between right and wrong, and their readiness to apply this understanding in their own lives
- Understanding of the consequences of their actions
- Interest in investigating, and offering reasoned views about, moral and ethical issues
- Social Development
- Pupils’ social development is shown by their:
- Use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds
- willingness to participate in a variety of social settings, cooperating well with others and being able to resolve conflicts effectively
- Interest in, and understanding of, the way communities and societies function at a variety of levels
Pupils’ cultural development is shown by their:
- Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage
- Willingness to participate in, and respond to, for example, artistic, musical, sporting, mathematical, technological, scientific and cultural opportunities
- Interest in exploring, understanding of, and respect for cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities
At Mile Cross Primary School, the pupils and their learning are at the very heart of every decision made. We aim to develop learners who are passionate, take ownership of their learning and are proud of their achievements. The ethos of our school is such that all people who come into our school, whether pupil, staff, parent or visitor, are valued as individuals in their own right. They should set, and be entitled to expect from others, good standards of behaviour, marked by respect and responsibility.
The school will help the pupils to develop an inner discipline and will encourage pupils to not just ‘follow the crowd’ - they will make up their own minds and be ready to accept responsibility for what they do. They will grow through making choices and holding to the choices that they have made. They will want to be honest with themselves and with others.
In planning lessons, teachers are aware of the need to plan opportunities to develop a wide variety of spiritual, moral, social and cultural needs. A vast majority will be delivered through cross curricular activities as well as specific PSHE, RE and Circle Time activities.
Planned opportunities for spiritual development in all subjects can be seen across the school. Children are given opportunities to reflect upon the meaning of spiritual experiences. Examples of experiences commonly regarded as spiritual include:
- Curiosity and mystery
- Awe and wonder
- Connection and belonging
- Heightened self-awareness
- Prayer and worship
- Deep feelings of what is felt to be ultimately important
- A sense of security, well-being, worth and purposefulness
Our school will develop a climate or ethos within which all pupils can grow and flourish, respect others and be respected; accommodating difference and respecting the integrity of individuals.
As part of our pupil’s Spiritual Development at Mile Cross Primary a daily act of worship in the form of an assembly will take place. In line with the 1988 Education Reform Act, which states that collective worship should be ‘wholly or mainly of a broadly Christian character’ our assemblies are based on the teachings of Christ and traditions of the Christian Church. However, we conduct our assemblies in a manner that is sensitive to the individual faith and beliefs of all members of the school.
Assemblies at Mile Cross Primary take many forms including whole school assemblies, Key Stage assemblies, year group assemblies, class assemblies, assemblies taken by local clergy or other representatives of local religious groups and Presentation assemblies to celebrate the achievement’s of our pupils. We welcome Governor’s attendance at our assemblies at any time. On three occasions during the year the whole school takes part in services at St Catherine’s Church – Harvest, Christmas and Easter to which parents are invited.
It is expected that all pupils will attend assemblies. However, any parent can request, in writing, permission for their child to be excused from attending religious worship and alternative arrangements will be made for the supervision of the child during the period concerned. This complies with the 1944 Education Act and the 1988 Education Reform Act. The Head Teacher keeps all letters received from parents who wish to withdraw their child from collective worship.
At Mile Cross Primary School we believe that a morally aware pupil will develop a wide range of skills. These can include the following:
- Distinguish right from wrong, based on knowledge of the moral codes of their own and other cultures
- Develop an ability to think through the consequences of their own and others’ actions
- Have an ability to make responsible and reasoned judgements
- Ensure a commitment to personal values
- Have respect for others’ needs, interests and feelings, as well as their own
- Develop a desire to explore their own and others’ views, and an understanding of the need to review and re-assess their values, codes and principles in the light of experience
Our school develops pupil moral development by:
- Providing a clear moral code as a basis for behaviour which is promoted consistently through all aspects of the school
- Promoting racial, religious and other forms of equality
- Giving pupils opportunities across the curriculum to explore and develop moral concepts and values – for example, personal rights and responsibilities, truth, justice, equality of opportunity, right and wrong
- Developing an open and safe learning environment in which pupils can express their views and practice moral decision making
- Rewarding expressions of moral insights and good behaviour
- Recognising and respecting the codes and morals of the different cultures represented in the school and wider community
- Encouraging pupils to take responsibility for their actions, for example, respect for property, care of the environment, and developing codes of behaviour, providing models of moral virtue through literature, humanities, sciences, arts and assemblies; reinforcing the school’s values through images, posters, classroom displays, etc. and monitoring in simple ways, the success of what is provided
Teachers always discuss with their classes a code of conduct for the classroom based on the values held by the school. We teach pupils to be aware of their own actions, take responsibility for their own bodies and encourage independence. We will help the children to identify their feelings and think these through so that they are expressed in behaviour that is socially acceptable.
This is done through 1:1 discussion, small group discussion, collective worship and SEAL/PSHE/Circle Time sessions. We are interested in the development of the whole child and will endeavour to raise the self-esteem of our pupils using praise, merits, house points, stickers, Golden Child Ticket, Special One and Star of the Week.
At Mile Cross Primary School we recognise that pupils who are becoming socially aware are likely to be developing the ability to:
- Adjust to a range of social contexts by appropriate and sensitive behaviour
- Relate well to other people’s social skills and personal qualities
- Work successfully, as a member of a group or team
- Share views and opinions with others
- Resolve conflicts maturely and appropriately
- Reflect on their own contribution to society
- Show respect for people, living things, property and the environment
- Exercise responsibility
- Understand how societies function and are organised in structures such as the family, the school
- Understand the notion of interdependence in an increasingly complex society
Our school develops pupil social development by:
- Identifying key values and principles on which school and community life is based
- Fostering a sense of community, with common, inclusive values
- Promoting racial, religious and other forms of equality
- Encouraging pupils to work co-operatively
- Encouraging pupils to recognise and respect social differences and similarities
- Providing positive experiences to reinforce our values as a school community – for example, through assemblies, residential experiences, class assemblies
- Helping pupils develop personal qualities which are valued in a civilised society, for example, thoughtfulness, honesty, respect for difference, moral principles, independence, interdependence, self-respect and an awareness of others’ needs
- Providing opportunities for engaging in the democratic process and participating in community life
- Providing opportunities for pupils to exercise leadership and responsibility
- Providing positive and effective links with the world of work and the wider community
- Monitoring in simple, pragmatic ways, the success of what is provided
Pupils should be made aware of the diversity of other cultures both within modern Britain and throughout the world. This can be done for example through CLJ, music, PE and art.
Pupils who are becoming culturally aware are likely to be developing some or all of the following characteristics:
- An ability to reflect on important questions of meaning and identity
- An interest in exploring the relationship between human beings and the environment
- Our school develops pupils’ cultural development by:
- Extending pupils’ knowledge and use of cultural imagery and language
- Encouraging them to think about special events in life and how they are celebrated
- Recognising and nurturing particular gifts and talents; providing opportunities for pupils to participate in literature, drama, music, art, crafts and other cultural events and encouraging pupils to reflect on their significance
- Reinforcing the school’s cultural links through displays and posters as well as developing partnerships with outside agencies and individuals to extend pupils’ cultural awareness, for example, theatre, museum and gallery visits
- Auditing the quality and nature of opportunities for pupils to extend their cultural development across the curriculum in collaboration with the subject teams of PSHE, RE, MFL, and School Council.
The Key Features of SMSC at Mile Cross Primary School are to be found in Breakfast and After School Clubs, Assemblies, Charity Support, Competitions, Library events, Celebrating Diversity, Learning walks, Themed Days/Weeks, Trips and Visitors, Religious Festivals, Celebrations and School Council Involvement.
The term ‘Pupil Voice’ describes how pupils give their input to what happens within the school and classroom. Our desire is for pupils to know that their expertise, opinions and ideas are valued in all aspects of school life. Pupil Voice permeates all levels of our work, from pupils participating in small group classroom conversations to pupils establishing procedures, events and contributing to the overarching ethos of the school through the School Council.