Our values/core beliefs guide all that we do.

We Believe

We are all learners.

  • The process of learning is as important as learning outcomes.
  • That children develop and learn at different rates.
  • The progress of our students is key, and is not restricted to academic achievement.
  • Educators should have a good knowledge of the teaching/learning process, current educational thinking and be willing to share advanced skills in specific areas for the benefit of the school.
  • Many instructional design models & learning theories exist from which to draw good practice.
  • Tasks should reflect an understanding of the zone of proximal development (ZPD) enabling learning to be ‘scaffolded’.
  • The Concrete-Pictorial-Abstract model helps learners to be more assured in their understanding.
  • That children should have a secure understanding before transitioning to the next step/level.
  • That much learning takes place through engaging and collaborating with peers.
  • In the value and transformative nature of Project Based Learning (PBL) & Enquiry Based (EBL) alongside direct instruction.

In a growth mindset.

  • That children can input into, and take increasing levels of control over, the learning process.
  • There should be opportunities to follow one’s own interests.
  • In the potential of every student to progress and to feel a sense of achievement.
  • Suitable learning objectives, the rationale for learning and the criteria for successful learning should be clearly stated, and understood by our pupils.
  • Students can set or be given personal targets, which are supported and acknowledged when met.

In a culture of care & kindness.

  • Children need to feel safe, appreciated and supported in a calm and propitious environment before they can fully express themselves and learn to their fullest potential.
  • Relationships are important, and in the need to develop a strong sense of belonging.
  • Children need regular unstructured play.
  • Children need consistency in boundaries set, the rules to follow and consequences of actions.
  • That when educators foster a caring school environment and teach core social skills, a cycle develops in which positive interactions beget more positive interactions.
  • In education over punishment and the use of discussion, reflection & reason where conflict with school rules arise.
  • That parental support of the school’s philosophy, aims and objectives is crucial in supporting wellbeing and academic progress.

In a culture of respect.

  • Children have a voice and deserve to be listened to.
  • In discussion and reflection on behavioural issues, which leads to self-regulation and empathy-building, rather than simple statements of ‘good’/’bad’ and unrelated punitive measures.
  • In the value of establishing responsibility, not only for one’s own actions, but also to their class, school and greater community.
  • Rights and freedoms be commensurate with levels of social and personal responsibility.

We are significant models for all we wish to impart, and want children to be.