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.

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.

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.

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.