Our Core Values

Aims:

• We recognise that children only have one childhood and we want it to be safe, magical and full of awe and wonder
• We strive to do everything in our power to remove any barriers to success and ensure that EVERY child reaches their full potential through our commitment to the learning of all
• We want our children to be happy, content and fulfilled, where their personal ambitions are balanced with the contribution they make to a prosperous and secure society

We want our children to:

• Be competent and confident in themselves
• Grow up and act with integrity, know right from wrong and be lawful citizens
• Be ready to take responsibility, to support and nurture others
• Be fascinated by the natural world and intrigued by our attempts to change that world; including a growing recognition of human achievements and failings
• Enjoy taking part in the creative, cultural, sporting and innovative aspects of society
• Appreciate and tolerate the cultures, orientations and sensitivities of others
• Be ready and qualified to take on the next stage of their learning
• Develop the capacity to reflect on and recognise their contribution to the world, its value and their developing spirit
• Be positive role models as local, national and global citizens

British Values

At Stoneyholme, we promote the British values across the whole school. They underpin our ethos and values and are reinforced through our broad curriculum and collective worship, where we provide for the spiritual, moral, social and cultural development of all our pupils.

Democracy

We provide pupils with a broad general knowledge of and promote respect for public institutions and services e.g parliament, police/emergency services.

We encourage pupils to become involved in decision-making processes and ensure they are listened to in school e.g. pupil leadership teams.

We have records of school council meetings / minutes of meetings and follow ups.

 Where possible, we provide opportunities to use voting systems to show fair ways to achieve outcomes.

 We help pupils to express their views e.g. through English lessons and opportunities to present work and opinions.

 We teach pupils how public services operate and how they are held to account through PSHCE lessons. 

 

Rule of Law

 

 Individual Liberty

 

Mutual Respect and Tolerance

What does it mean to be a citizen? 

Does equality always mean treating everybody the same?

Is power always a positive thing?

Does change always make things better?

Is being part of a community the same for everyone?

Is trade necessary?

Alongside each of these concepts, the children at Stoneyholme also consider substantive concepts such as climate change, sustainability, equity, fairness, influence, identity, diversity and tradition. 

 

Rights Respecting

At Stoneyholme Primary School, we create a safe and inspiring place to learn, where children are respected, their talents are nurtured, and they are able to thrive as an active global citizen.

Policy

Vision

At Stoneyholme Primary School, we create a safe and inspiring place to learn, where children are respected, their talents are nurtured, and they are able to thrive as an active global citizen.

Intent

There is a strong emphasis in making sure that the United Nations Convention on the Rights of the Child (CRC) is made known to children and adults, who share an understanding to work for improved child wellbeing, school improvement, global justice and sustainable living. The CRC underpins all aspects of curriculum development.

 

Strand A – Teaching and learning about Rights

• Children and the wider school community know about and understand the United Nations Convention on the Rights of the Child and can describe how it impacts on their lives and on the lives of children everywhere
• Children’s rights are promoted and realised to ensure our children lead happy, healthy lives and to be responsible, active citizens

 

Strand B – Teaching and learning through rights (ethos and relationships)

• Relationships are positive and founded on dignity and a mutual respect for rights
• Children and young people are safe and protected and know what to do if they need support
• Children’s social and emotional wellbeing is a priority. They learn to develop healthy lifestyles
• Children are included and are valued as individuals
• Children and young people value education and are involved in making decisions about their learning
• Children understand the concepts of fairness and equity

 

Strand C – Teaching and learning for rights (participation, empowerment and action)

• Children and young people know that their views are taken seriously.
• Children take action to claim their rights and promote the rights of others, locally and globally.

Implementation

Rights Respecting is at the heart of the Stoneyholme Primary School’s ethos and values and is interwoven throughout the whole curriculum. The UNCRC and Sustainable Development Goals are explicitly taught through a broad range of curriculum subjects in a detailed and creative manner.

Other elements of delivery include:

• Collective worship
• Class assemblies
• Awareness theme days/week
• Weekly picture news (covering a range of topical issues)
• Engagement in pupil parliament
• Class charter agreement

Impact

The difference that a Rights Respecting School makes goes beyond the school gates, making a positive impact on the whole community. Pupil voice is the main driver of our ethos and curriculum and Rights Respecting provides the language children need to articulate their thoughts and opinions and foster respectful relationships. The Rights Respecting framework provides children with the qualities to develop their character to flourish in society.

As a result:

• Children are healthier and happier
• Children feel safe
• Children have better relationships
• Children become active and involved in school life and the wider world

We use the following methods to track the depth of knowledge and understanding of the UNCRC articles and sustainable development goals:

• Key questioning on previous knowledge and current learning
• Pupil led discussions regarding the learning
• Pupil interviews about their learning with subject leader
• Monitoring of books, knowledge organisers, long term plans and the website