Values & Ethos
Reviewing Aims, Vision and Ethos March 2018
“TOGETHER EVERYONE ACHEIVES MORE”
“CAN BE, CAN DO, CAN CHANGE, CAN ACHIEVE”
At Kerr Mackie, children are at the heart of what we do and our vision is to grow learners and achievers who will be the makers of their own destiny.
In order to enable every child to achieve their potential, we believe that a positive and welcoming ethos promotes confidence and self-belief.
We believe that learning should be fun, purposeful and challenging and through positive attitudes and partnerships we endeavour to develop the whole child, meeting individual needs in a safe and secure environment where differences are celebrated.
By working alongside our parents and carers we can ensure that together we really will achieve more for their children.
We foster strong and varied behaviours for learning so that children are eager to learn, to see mistakes as learning points and to thrive on success achieved. We want Kerr Mackie to be a school where teaching is exciting but challenging, enabling all children to work to their highest potential. We recognise that all adults are learners too and we seek to develop our understanding and use of the very best in educational theory and practice plus foster effective partnerships with other schools.
At Kerr Mackie Primary all pupils are offered a broad, balanced, stimulating and relevant curriculum regardless of their background, culture or ability. Each pupil is valued for who they are and what they bring to the school. We appreciate and celebrate the richness of diversity within the school community as well as the wider community. The school promotes diversity and we celebrate global awareness through RRSA (Rights Respecting Schools Award). For our pupils, having an in-depth knowledge of children’s rights, as listed in the UNCRR (United Nations Convention of the Rights of the Child), helps them to see themselves as global citizens, ensuring equality for all. Through the work we do across the school on developing Global Values, we actively promote the importance of tolerance, co-operation, courage, determination, friendship and respect. Through this approach, pupils develop independence, confidence and integrity which prepares them for their future lives.
“To close the gap in performance between different groups of learners”
The attainment of different groups of learners (however small) is scrutinised rigorously e.g. Looked After Children, Disadvantaged Children, different categories of SEN, learners with English as an additional language, learners eligible for FSM etc.
This is monitored through;
- ‘Analysing School Performance’ (replacing RAISEonline), FFT (Fischer Family Trust) Aspire and Perspective Lite
- Half termly data collation and analysis
- Learner target-setting arrangements
- Pupil Progress meetings
- Staff Appraisal meetings
- Evaluation of Interventions
- Teaching and Learning Governor committee meetings
“To encourage learners how to recognise, challenge and report different forms of bullying, prejudice, racism, stereotypes, injustice and inequality”
The curriculum teaches diversity, facilitates an understanding of multiple identities, and challenges stereotyping. This is evidenced in and monitored through;
- Islington PSHE Scheme of work (recommended by Leeds Health and Wellbeing Team)
- Lesson plans
- Resources and materials are routinely monitored to ensure they reflect inclusivity and equality.
- Curriculum mapping- to ensure that diversity is embedded not just in citizenship, history, geography, English literature, music and drama but across the whole curriculum.
- Use of ‘EAL leadership and provision’ audit tool.
- All aspects of the curriculum (including the ‘hidden’ curriculum, assemblies, activities and events) embody the commitment to equality.
“To ensure that all members of staff access continuous professional development and guidance in Diversity”
This is evidenced through:
- Details of the school’s CPD programme;
- Record of staff briefing;
- Record of staff attendance at relevant local, regional and national conferences;
- Relevant details of the induction programme for new members of staff;
- Induction programme evaluation forms or feedback
- The school’s commitment to equality is communicated to all members of the extended school community (including staff, governors, learners, parents/carers and visitors) in a variety of ways. This comprises the inclusion of the linked Articles from RRSA in all school policies, consistent feedback to Governors, regular Assemblies looking at Diversity in gender, sexuality, EAL, SEN and families and celebrating difference, amongst a variety of other things. We welcome comments from families and encourage participation in supporting pupils’ exploration of what can be sensitive issues.