Ethos and Values
Netherthorpe Primary School
Our vision is underpinned by our aims and values:
Aims:
At Netherthorpe Primary School we undertake to:
- Provide a broad, stimulating, creative curriculum that engages and motivates pupils.
- Raise levels of attainment for all pupils, enabling every individual to achieve his or her personal best.
- Develop confident, disciplined and enquiring learners, able to make informed choices.
- Foster a love of learning.
- Promote self-esteem, resilience and personal responsibility, linked to respect for the needs and feelings of others.
- Facilitate considerate and positive relationships between all members of the school community.
- Ensure equal opportunities in relation to gender, ethnicity, faith, social class and special needs.
- Provide a safe and happy work place.
- Promote a thoughtful attitude towards the immediate and wider environment.
- Enable the development of literacy, numeracy and social skills essential for adult life.
- Providing lessons which are prepared, structured and paced to make effective use of time.
- Ensuring differentiation of learning intentions by outcome, task or adult support as appropriate.
- Valuing and celebrating pupils’ success and achievements.
- Ensuring that lesson objectives and success criteria are stated clearly and concisely and are understood by pupils.
- Maintaining effective communication with parents.
Pupils contribute to effective learning by:
- Attending school regularly.
- Being punctual and ready to begin lessons on time.
- Being organised e.g. taking letters home promptly, returning reading books.
- Conducting themselves in an orderly manner.
- Showing respect for themselves and for others.
- Being positive and encouraging to other pupils.
- Following the school’s Golden Rules.
- Making full use of the opportunities with which they are provided.
- Actively participating in all learning opportunities with a growth mind-set.
- Taking growing responsibility for their own learning.
Parents contribute to effective learning by:
- Ensuring that their children attend school regularly and punctually.
- Allowing and enabling children to take increasing responsibility as they progress throughout the school, e.g. for uniform, equipment and homework.
- Providing support for discipline within the school.
- Offering encouragement and praise to their children and celebrating successes.
- Giving due importance to homework including reading with their children.
- Keeping staff informed of any changes in children’s circumstances which may affect their learning.
- Bringing any concerns they may have to school at the earliest opportunity.
Governors contribute to effective learning by:
- Challenging and supporting the leadership of the school.
- Monitoring the effectiveness of school development plans at a strategic level.
- Knowing the school well and understanding its context.
- Ensuring that the school’s budget is well spent and focuses on priorities identified by the school that are based on evidenced need.
- Attending School Development Planning INSET (or make provision for views to be represented).
Values:
At Netherthorpe Primary School it is believed that effective learning takes place when:
- Pupils are valued as individuals and are actively involved in the learning process.
- There is an atmosphere of mutual tolerance and respect.
- Teachers have high, realistic expectations of their pupils’ capabilities.
- The learning environment is stimulating, comfortable and safe.
- There is a shared understanding of expectations of behaviour.
- Time is spent ensuring that pupils have deep and meaningful learning experiences that extend beyond the superficial.
- All staff work together co-operatively in a mutually supportive manner putting the needs of pupils first and foremost.
Responsibilities:
All members of the school community (staff, pupils, parents, governors and voluntary helpers/students) contribute to effective learning by:
- Encouraging, praising and positively reinforcing good relationships and behaviour.
- Working as a team, supporting and encouraging one another.
- Maintaining a well-ordered environment with a shared understanding of good behaviour.
- Valuing children as individuals and respecting their rights, values and beliefs.
- Offering equal opportunities in all aspects of school life.
Teachers and additional adults in school contribute to effective learning by:
- Providing a well-organised, purposeful working environment at all times.
- Providing a welcoming environment, in which courtesy, kindness and respect are fostered.
- Being good role models – punctual, well prepared, enthusiastic and positive.
- Having a positive attitude to change and the development of their own expertise.
- Maintaining useful and informative planning, record-keeping and assessment documents, in line with the school’s record-keeping and assessment policies.
- Providing children with regular opportunities to access and develop “Learning Muscles” actively and reflect on their individual strengths and next steps.
- Regularly reviewing children’s progress and identifying ‘next learning steps’.
- Effective management of their professional time, including making the best use of all time available with children.
- Developing links with the wider community by participating in appropriate academic, sporting, arts based and other events that will enhance pupils’ understanding offered during the year.
- Providing children with meaningful, challenging tasks, related to the National and School Curricula.
Key drivers for the school that run through every subject taught are:
- Communication: building on and enhancing speaking, listening and communication skills; developing vocabulary to enable explanations and reasoning; increasing grammatical understanding and accuracy; overcoming speech and language barriers; developing IT skills required to access knowledge and information in the wider world safely; developing self-confidence in drama and public performance/speaking.
- Enquiry: developing the skills needed to be active learners, such as resilience, perseverance and other learning muscles; developing a growth mind-set approach to intelligence; understanding that failing is part of learning on occasion; developing curiosity and enquiry skills; developing logical and lateral thinking to apply to problem solving; building on the independent skills learned in EYFS.
- Global citizenship: setting all learning in relevant contexts that utilise pupils’ existing knowledge and experience and provide opportunities for acknowledging and respecting other people’s experiences; making learning relevant and applicable to the world outside the immediate school environment; broadening horizons and raising aspirations about future possibilities beyond that of families’ experience; developing tolerance, understanding and respect for all people.