Democracy

Be willing to compromise / Be kind and respectful / Power Pillar

• We have our own school council with elected representatives for Chair, secretary, Treasurer and Class representatives. Elections are held bi-annually.
• All children are able to put themselves forward to their classmates. A ballot is held and pupils are voted for.
• All children are encouraged to debate topics of interest, express their views and make a meaningful contribution to the running of the school on matters that directly involve pupils. These are discussed in class with the representative taking their findings to the council meetings.
• The Headteacher reports to Governors about the activities of the School Council.
• Pupils also have the opportunity to have their voices heard through pupil questionnaires and pupil voice sessions.
• The principle of democracy is explored in the History and RE curriculum as well as in assemblies.

Law

Be a good role model / Be purposeful / Only do what is beneficial / Power Pillar / Community Pillar

• The importance of laws and rules, whether they are those that govern the class, the school or the country, are consistently reinforced throughout our school days. Our system for behaviour is linked to class charters which all classes complete at the beginning of the academic year and refer to throughout their time with the class teacher.
• We have ‘Teamship Rules’, which are deeply embedded in our work and ethos. Rules and expectations are clear, fair and regularly promoted.
• Pupils are helped to distinguish right from wrong.
• Pupils are helped to respect the law. They 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.
• Visits from authorities such as the Police; Fire Service; Ambulance etc. are part of our annual routines and help reinforce this message.
• The Behaviour and Anti-Bullying policies are in place to aid in consistency throughout the school.
• The school has zero-tolerance for any form of aggression, abuse or violence, which extends to pupils, staff and parents/carers.
• We are committed to praising children’s efforts. Children are rewarded not only for achievement in curriculum areas, but also for behaviour. Rewards are given in the form of stickers, Class Dojo points and certificates. Children’s achievements are also recognised during Celebration Assemblies.

Individual Liberty

Right place, right time, right kit, right mind / Believe in yourself and others / Be positive, resilient and move forwards / Power Pillar

• Within school, pupils are actively encouraged, and given the freedom to make choices, knowing that they are in a safe and supportive environment.
• For example, by signing up for extra-curricular clubs and choosing the level of challenge in some lessons. A further example is where foundation stage children have the opportunity to choose their extended learning through adult guided child initiated play called free flow.
• As a school we educate and provide boundaries for our pupils to make choices safely, through the provision of a safe environment, a planned curriculum and an empowering education.
• Pupils are supported to develop their self-knowledge, self-esteem and self-confidence.
• Pupils are encouraged to take responsibility for their behaviour, for example through our Forest Schools provision, or through e-safety.
• Pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely, e.g. through e-safety teaching and PSHE lessons.
• Freedom of speech is modelled through encouraging pupil participation.
• A strong anti-bullying culture is embedded in the school.

Mutual Respect and Tolerance of those with Different Faiths and Beliefs

Be kind and respectful, showing support and appreciation / Community Pillar

• Respect is one of the core values of our school. This can be seen and felt in our ethos in school. The pupils know and understand that it is expected and imperative that respect is shown to everyone.
• All of the above is embedded throughout the school and strongly promoted at break and lunchtime.
• The school strongly promotes respect for individual differences.
• Pupils are helped to acquire an understanding of, and respect for, their own and other cultures and ways of life.
• Staff and pupils are encouraged to challenge prejudicial or discriminatory behaviour.
• Actively promoting our values also means challenging pupils, staff or parents expressing opinions contrary to fundamental values, including ‘extremist’ views.
• Through the PSHE and RE curriculums pupils are encouraged to discuss and respect differences between people, such as differences of faith, ethnicity, disability, gender or sexuality and differences of family situations, such as looked after children or young carers.
• Assemblies and discussions involving prejudices and prejudice-based bullying have been followed and supported by learning in RE and PSHE.
• We follow the Solihull Agreed syllabus for RE and use the Jigsaw as our PSHE teaching.