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Visions and Values

Our vision and values are at the core of everything we do. They underpin our teaching and learning, and provide an environment which prepares our pupils as confident, happy citizens.

 

Our Six School Core Values are:

 

  • Be kind
  • Be resilient
  • Be curious
  • Be positive
  • Be respectful
  • Be confident
Our overarching vision is to establish a school which will ignite children’s curiosity for the world around them making learning so irresistible to children that high standards will be inevitable. The school will exemplify ‘Outstanding’ primary practice, evidenced by outstanding attainment and progress for all children. From the outset we wish to ensure that all the work of the school is underpinned by shared values and ambitions.
 
At the foundation of our schools, we lay our values, which reflect the way of life, beliefs and cultural context of our town and our country. We wish all our children and our community to realise, espouse and promote these values.
 
We believe in a just society and would like to teach our children to:
 
Be positive
 Proud to be who they are and positive about their own individual identity
 Positive about other peoples, religions, traditions and lifestyles. 
 Proud of our common heritage and democratic traditions
 
Be confident
 Prepared to meet and face challenges, and to create new situations and opportunities for themselves, their family and community
 Able to see beyond what is now to create what might be
 Have the highest expectations of themselves and of others
 
Be respectful
 Respectful of the needs of individuals within a social context
 Respectful of the world we live in and how to protect it for the future generations
 Aware of the interdependence of all living things
 
Be curious
 Thirsty for new experiences
 Willing to embrace change, to relish the unusual
 Have the capacity to take calculated risks
 
Be kind
 Genuinely care for others and know how to be a good friend
 Warm hearted and considerate
 Motivated to help and provide support for others
 
Be resilient
 Be creative in their ideas, resilient and determined in their actions.
 See opportunity in all change
 Able to conceive a unique vision and influence others.
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School Aims:


At Katherine Semar Schools, we aim to provide a positive learning experience for every individual. We take pride in the fact that our pupils are nurtured in a safe, enjoyable and respectful learning environment because everyone in our school matters.

 

A school where everyone feels valued and respected

A place with a warm, happy, calm, safe atmosphere where everyone enjoys learning and working together

A school, which has learning and teaching at the heart of everything that it does

An ethos which celebrates achievement and recognizes success

A place which has consistently high expectations for all and where academic achievement is not the only measure of success

The school is an integral part of the community where parents can be involved in school life doing the best for myself, my community and the world community.

 

The Outcomes for our Children should be:

 

Children that are confident and highly motivated with a good self image who are fully involved in the life of the school

Children who think positively, who say, “I can…”

Fulfilling potential, rewarding success

Children who behave well and who tolerate, care and support each other

Children who can think for themselves, who are open minded and have a love of learning and show initiative

Lessons which take account of individual learning styles

Children who achieve to the best of their ability and fulfil their own potential

Children’s views represented in the organization of the school

 

Our Ethos:

Our Ethos, Curriculum, Working Practices and Environment should achieve these aims because:

Our ethos will value all children as individuals, raising self esteem whenever we can and creating a positive atmosphere through our interactions with the children and each other

Our curriculum will be broad, balanced and creative with many opportunities for first-hand experience. Teaching will take account of learning styles and all abilities. SATS will be important but so will the development of the whole child through the arts, and subjects such as PSHE

We will teach the children life-skills to equip them for tomorrow’s world.

We are a performing and effective team who support each other and work for the positive development of our children. We are open, honest and supportive of each other, setting positive examples to the children

Our environment will be attractive, calm, ordered, safe and stimulating. It will celebrate the achievements of the children and stimulate and support their learning. It will look bright, colourful and make an impact

We will continue to develop positive relationships with parents and the wider community

 

 

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British Values

 

The Department for Education has introduced a statutory duty for schools to promote British values more actively from September 2014, and to ensure they are taught in schools.

At Katherine Semar Schools we take very seriously our responsibility to prepare children for life in modern Britain. We value the ethnic backgrounds of all pupils and families and undertake a variety of events and lessons to celebrate and explore these alongside other cultures in our country.

We ensure that the fundamental British values are introduced, discussed and lived out through the ethos and work of the school. All curriculum areas provide a vehicle for furthering understanding of these concepts. Our cross curricular approach provides excellent opportunities to deepen and develop understanding developing the spiritual, moral, social and cultural education of our children.

The schools make considerable efforts to ensure children have exposure to a wide experience beyond their local community during which these concepts are shown, through for example, sporting events, a range of visits and use of outdoor education centres. Their strong rooted values-based understanding gives them an excellent platform for embracing difference.

At Katherine Semar, we value the voice of the child and promote democratic processes such as our school councils whose members are voted for by the children. Ideas and events are planned and discussed with a chance for debate and putting forward points of view.

Children are given responsibility to run their own clubs and lead other children in games and activities so that they are fully involved in all aspects of school life. For instance, our older children are play leaders, house captains and sports leaders and help to promote our core values. We expect all our children to be good role models for each other, which is encouraged through high expectations of behaviour.

 

Fundamental British Values

Democracy

Statement

Evidence

Impact

The children at Katherine Semar Schools see democracy borne out in a whole variety of ways and see this as being an essential component of successful team working

The establishment of a new School Council each year models the democratic process

Friendship week at the beginning of each academic year where the democratic process is enacted

The elections for House Captains in the Junior School models the democratic process

Learning Walks for behaviour and behaviour for learning School Values.

Enrichment visits to places of British historical significance and democratic significance such as the local council chambers and meeting the local MP

Pupils are taught how to debate and explain their point of view

Pupils study the features of persuasive writing to help structure their arguments

Children are able to work cooperatively in pairs and groups as well as in whole class situations. They understand about turn taking and respecting the views of others.

Children in school are able to use the language of respect.

The children understand the election process.

 

Rule of Law

Statement

Evidence

Impact

The children at Katherine Semar are familiar with this concept through the philosophy that infuses the entire work of the school. They are familiar with the concept through the discussion of values and, in RE lessons, the idea that different religions have guiding principles

Children are used to debating and discussing laws/rules and their application. Children are familiar with the local police who visit to talk to them, and take part in Crucial Crew to help understand their rights and responsibilities as a citizen

Friendship week at the beginning of each academic year to give pupils a voice in their rights and responsibilities

Class Rules School Rules/Learning Behaviours

School Values

lessons on the role of law and School Council meetings

Collective Worship

RE planning and work books

Learning Walks for behaviour and behaviour for learning

Pupils contribute by helping run school systems such as Playleaders

Children are able to articulate how and why we need to behave in school and demonstrate they understand and can abide by these

Children all know that they have a right but that with a right comes a responsibility

They are able to discuss and debate philosophical issues in relation to these

 

Individual Liberty

Statement

Evidence

Impact

Our Values based discussions and acts of worship begin with discussion about the self, e.g. self–respect and self-worth in relation to the individual value so that children see that they are important in their own right. The philosophy of our teaching and learning places emphasis on the right to have our own thoughts and evidence based views

Children are strongly encouraged to develop independence in learning and to think for themselves

Children are able to show independence in learning and to think for themselves

Children are taught to recognise the difference between assertive and aggressive behaviours

Through our behaviour system, the children recognise that their beliefs and behaviours are a choice

PSHE planning and workbooks have evidence of topics such as ‘how to manage peer pressure’

Children understand about the importance of accepting responsibility and of their right to be heard in school

They are consulted on many aspects of school life and demonstrate independence of thought and action

 

 

 

Mutual Respect and the Tolerance of those with different Faiths and Beliefs

Statement

Evidence

Impact

Respect is a fundamental school value, around which pivots much of the work of the school. We pay explicit attention to this as part of our RE, PHSE, and SMSC curriculum

Respect is a school value that is discussed deeply, starting with self-respect and covering respect for family, friends, and other groups; The world and its people; and the environment

Records of Collective Worship

RE curriculum, RE planning and children’s work

PSHE planning and outcomes in children’s books

Learning Walks for behaviour and behaviour for learning School Values

Displays that promote aspects of the SMSC curriculum

Enrichment visits and residential visits

Topic work, such as the ‘Rainforest’ topic in Year 5

Adults model respectful behaviour with the children and with each other

Children can articulate that respect is a school value and why respect is important; how they show respect to others and how they feel about it for themselves

Children’s behaviour demonstrates their good understanding of this value in action

Children are able to talk about the different faiths and cultures they learn about, ask questions and show tolerance and respect for others of different faiths and religions and for those with no faith.

 

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