Our Vision, Values & Behaviour
As citizens of the 21st century, we live in times of rapid change and complexity. We want to equip our children to thrive in times of change and to be able to grasp all opportunities presented to them.
“Children must be prepared to become both productive contributors of future economies, and responsible and active citizens in future societies…. Children must have the skills to navigate this new context, maintain social cohesion, promote sustainability and be agents of positive change.”
We want our pupils to be confident, resilient, independent and inquisitive learners who develop an understanding of the world - past, present and future - and see themselves as being active agents of its evolution.
Our curriculum is knowledge rich, taking our children beyond their own contexts and supporting our commitment for all children to have a deep understanding of the world around them. The curriculum introduces them to new concepts, contexts and experiences so that they develop a rich cultural capital and become socially aware, confident and reflective young citizens of the world. Knowledge for its own sake is not the goal. We want our pupils to acquire knowledge and be empowered to take action.
Through engagement with our curriculum, we empower our children to see themselves as confident, successful and resilient with a thirst for knowledge which will continue beyond their primary years.
At Ponteland Primary School we are values driven and our curriculum is built upon those values which;
- Promote personal development
- Support skills of collaboration and teamwork
- Support equality of opportunity
- Develop spiritual, moral, social, intellectual and physical growth
- Celebrate the contribution of a diverse range of people, cultures and heritages
- Develop an understanding of our relationship with the environment
Our values underpin our interactions with each other, our approach to learning and the manner in which each individual, both adults and children, conducts themselves.
Our behaviour policy which is hinged on the importance we place on the relationships we build, is underpinned by our whole school values, with a strong emphasis on respectful behaviour, and these values are used to frame all our discussions around behaviour.
In growing these values in the children, we aim to empower them to see themselves as empathetic, outward looking individuals who are a force for positive change in the world.
| Month | Value were focusing on | The definition we share with the children |
|---|---|---|
| September | Respect |
EYFS + KS1 - Respect is treating someone or something the way that you would want to be treated. KS2 - Respect is thinking and acting in a positive way about yourself, other people and the environment. |
| October | Kindness |
Kindness is caring about other people and their feelings, helping people when they need you and doing something nice for someone else without expecting anything in return. |
| November | Empathy |
Empathy is understanding feelings of another person and seeing things from their perspective. |
| December | Collaboration |
Collaboration is working together or alongside one another; listening to or sharing ideas; and respecting the opinions of others to achieve a common goal. |
| January | Effort | Effort is doing the best you can. |
| February | Responsibility |
Being responsible means you do the things you are expected to do and accept the consequences of your actions. |
| March | Curiosity |
Curiosity is the desire to learn. It is an eagerness to explore, discover and figure things out. |
| April | Creativity |
Creativity is using your imagination and exploring your own ideas to express something. |
| May | Integrity |
Integrity is doing the right thing even when no one is watching. |
| June | Resilience |
Resilience is bouncing back from difficulties and keeping on going. |
| July | Gratitude | Gratitude is being thankful. |
Behaviour Policy
An overview of our behaviour policy
