Our School Values
Values are principles that guide behaviour. It creates a strong learning environment that enhances academic achievement and develops social and relationship skills that last throughout their lives.
The positive learning environment is achieved through the positive values modelled by staff throughout the school.
It provides social capacity to our children, equipping them with social and relationship skills, intelligence's and attitudes to succeed at school and throughout their lives.
At Lons Infant School it is our aim to raise standards by promoting a school ethos which is underpinned by core values. These values support the development of the whole child as a reflective learner within a calm, caring, happy and purposeful atmosphere.
British values, PSHE and SMSC
Our values provide a structure for a positive ethos which impacts on the whole school community. It has a direct influence on the entire curriculum, and most specifically Spiritual, Moral, Social and Cultural (SMSC) development, personal, social and health education (PSHE) and of course the teaching of British Values.
Our School values
Lons Learning Club - runs throughout the year.
|Tommy Teamwork||Cooperation and Teamwork.|
Schools are required to teach children about the British Values of:
The Rule of Law and Democracy
Children are taught how their school values underpin everything their school does and this gives a meaningful context for British Values, supporting their understanding of how they underpin our society. All curriculum areas provide a vehicle for furthering concepts with enthusiasm and demonstrate a good understanding of their application to their own lives. The skills and attributes developed through the teaching of values are known to enhance the curriculum and pupils learning behaviours and raise attainment, attendance and pupil well-being.
Values based Education works through:
Values Consciousness - Teachers think more deeply about their teaching and the values that they model both in and outside of the classroom.
Well-being - in thinking about and enacting values, children develop self-worth, empathy and responsible personal behaviour. Evidence shows that values education has a positive effect on pupils who are at risk. there is compelling evidence that the impact of well-being is experienced by teachers, parents and families, in classrooms and across the school.
Connectedness - values build positive and wide ranging connections between teachers, children and parents. It supports pupil engagement in learning, improves parent engagement in their child's learning and allows teachers to develop new relationships with their pupils, each other and parents and families in their school community. This is done by shared goals which leads to the development of mutual feelings of respect, trust and safety and varied opportunities for collaboration. The research findings show that values lead to improved behaviour in the classroom, school and home.
Achievement - as a result of the above, many school report improvements in a wide range of individual achievement and academic attainment.
In order for the schools purpose to be effective and for the values to be meaningful to the pupils, the staff understand that the basic needs of the children are:
- to feel secure and know clearly what is expected of them
- to be valued
- to have a balance of activities - active/passive, quiet/talking, communicating/reflective, taught skills/exploratory work
- to have help to develop relationships
- to develop self awareness and a knowledge of the world outside of themselves
- to have creative experiences, including external exploration and internal reflection
- to be fully involved in the process of education.
In order to try to meet the needs of the children, staff try always to be consistent in their own behaviour and in their expectations of the children. They:
- value all the children
- display great patience and listen carefully to children
- focus on and emphasis the positive
- face reality and help pupils to come to terms with difficult issues as they arise
- only disapprove of poor behaviour, never the child
- try to make time for one another
- are mutually supportive
- speak quietly and avoid shouting
- are valued by the governors and community
- have a good sense of humour
- communicate with parents to ensure they appreciate the school values and to ensure that there is a common understanding.
Throughout the school the development of the following skills which contribute to reflective thinking about values are encouraged:
- displaying helpful politeness and good manners to everyone in school
- speaking quietly and politely to other
- listen carefully to and thinking about what others are saying
- empathy and tolerance
- using imagination
- visualization techniques
- being able to express constructively, thereby learning to manage feelings and resolve conflicts through discussion, understanding and practice.
- articulating thoughts clearly in order to enhance communication skills
- walking quietly about the school building
- developing positive attitudes to work and play
- accepting responsibility for actions
- care and respect of other peoples property.
Activities that promote Reflective Thinking
Teachers are mindful of activities that promote positive thinking and incorporate these into their teaching as much as possible. These include:
- creating a peaceful climate in the classroom and on the school site
- taking children to places to value them
- pupils setting own targets in work and behaviour
- pupils involved in the assessment of their work
- given opportunities for decision making
- allowing children to sit and work in quiet to think their own thoughts
- helping children to be relaxed and unstressed but focus on their activities
- opportunities for role play so that skills associated with negotiation, cooperation and assertiveness are developed.
- Values introduced during assembly each term so children become familiar with the language and ideas.
- In the Early Years, children taught manners, routines, picking up the positive and giving praise when children show respect etc.
- we have high expectations and clear boundaries,
- we aim for a calm, reflective atmosphere.
- at the start of the year class rules are decided with the children, the rules are then real and meaningful for the children.
- opportunities are taken to discuss values throughout the curriculum
- as teachers, we try to live the values, we teach best by being role models.
Spiritual, social, moral and cultural values
These are taught in assemblies and in discreet lessons, but also permeate the whole of the curriculum.
- literature, including stories and poems that explore human experience and response
- use of stillness and imagination in drama and other subjects to develop inner awareness
- expressing feelings and emotions through verbal and written communication, knowing that words can influence feelings
- enjoyment of and fascination by numbers
- reflecting on pattern and order as well as a sense of mystery and space.
- exploring the relationship of numbers, shape and the possibility of interconnectedness.
- sense of achievement and self-worth at appropriate levels of understanding.
- scientific links with a spiritual interpretation about the universe and life
- using the school grounds for reflection on relationships between people and the environment
- reflecting on the natural world, life-cycles and growth
- awareness of physical self.
- sense of worth in achievement
- designing cards for religious festivals
- making holy books and artifacts.
- connecting with people around the world
- using programmes to create poems and pictures
- ideas of change and development
- understanding the importance of tradition to a community
- sense of time and awareness of personal place within it.
- how things come about, a sense of wonder at the earths variety
- developing self awareness and relationships with other cultures and environments
- appreciation of natural features e.g. lakes, woods.
- idea of beauty in art.
- appreciation of colour, shape and texture
- religious and spiritual ideas expressed e.g. stained glass windows
- art as a means of expressing feelings, imagination and expressive thoughts.
- making music by singing together, songs and hymns
- listening to specific chosen pieces and why people write music
- identifying feelings and emotions associated with different types of music
- using music as a background to times of quiet and reflection to develop awareness of the inner self.
- providing opportunities for space and silence
- meeting others who belong to other traditions
- providing opportunities to experience awe, wonder and transcendence.
- spiritual awareness of body, its beauty and potential through activities and observation
- movement to express feelings and emotions including dancing for joy.
- developing inner determination to do ones best and recognise and develop ones inner potential and strength.
- circle time skills in speaking and listening
- social interaction through play
- writing for and communicating with an audience
- group drama work, reading and discussion of social issues in literature
- stories to create awareness of life experiences.
- maths games for social interaction, taking turns and sharing
- working in pairs and groups to gather information and solve problems
- recognising maths skills as a tool for society.
- investigation in groups, sharing skills and expertise
- science as a cooperative activity requiring communication and interaction
- science related to issues in society.
- designing with others
- using technology to benefit others
- working cooperatively
- using data handling
- poster design for safety
- exploring structures of society e.g. hospitals
- looking at children past and present
- understanding the influence of past of the development of today
- local studies to raise awareness of different homes, communities and family groupings
- local amenities - who are they for?
- human influence on the landscape
- group fieldwork
- learning about people and society
- group collage
- taking part in performances
- collaborative work and sharing resources
- group singing and composition
- knowing about and understanding the importance of family and traditions within religious faiths and social groups
- charities caring and responsibilities
- participation in dance, gymnastic
- enjoyment of team games showing cooperation, respect for others and their needs.
- discussion of right and wrong
- skills of listening and forming judgments in discussion
- circle time discussion of behaviour and relationships
- dramatizing situations which raise moral issues
- encouraging a sense of personal responsibility for their own learning in class and through homework.
- encouraging honesty
- thinking about experiments and investigations
- caring for living things
- Learning cooperation with others through activities
- technology can he helpful and possibly destructive.
- independent work to develop integrity and trustworthiness
- discussion of moral issues
- developing awareness of local, national and world issues
- to think about a moral stance on issues
- developing moral responsibility to care for the environment.
- awareness of misuse of earths resources and human responses e.g. recycling.
- interpreting pictures which put a moral point of view
- appreciation of music and respecting the ideas and judgments of others
- learning about the lives of the composers
- stories with a moral message
- ideas of right and wrong behaviour
- developing skills of listening, respecting and evaluative judging.
- taking part in team games and obeying rules
- awareness of others needs
- encouragement to cheer, celebrate achievement and shake hands at the end of a game
- developing a sense of fair play.
- stories and literature from other cultures
- language and meaning in other cultures
- creating rangoli pattern
- careful choice of resources to reference other cultures
- counting in different languages
- differences and similarities between groups of humans
- animals from different countries
- creation stories
- role of science in different cultures
- the effectiveness of very simple technology in some cultures
- instruments from different countries
- designs for different climates
- assessing information about cultures
- direct contact with children in other cultures through internet
- the story of development of other cultures
- stories of religious leaders and their influence on cultures
- history of contribution
- study of people especially other children living in different countries and comparison with own cultural context
- developing an awareness and appreciation of different styles of everyday life.
- the influence of the environment
- pictures from different cultures
- art as an expression of culture
- music from different cultures
- listening to and using instruments from other cultures
- the study of different religions
- meeting people from a variety of faiths and cultures
- exploring how religious ideas are expressed in different cultures e.g. food, dress, festivals
- dance as an expression of culture