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St Mary's Catholic Primary School

Our faith is unique.

School Values

BRITISH VALUES

 

In accordance with The Department for Education we aim to actively promote British values in school to ensure young people leave school prepared for life in modern Britain. Pupils are encouraged to regard people of all faiths, races and cultures with respect and tolerance and understand that while different people may hold different views about what is ‘right’ and ‘wrong’, all people living in England are subject to its law.


The Key Values are:

  • democracy

  • rule of law

  • individual liberty

  • mutual respect

  • tolerance of those of different faiths and beliefs

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These values are underpinned by our mission statements and reinforced regularly in the following ways:

  • Democracy
    Democracy is promoted within the school. Pupils have the opportunity to have their voices heard through our School Council and pupil questionnaires. Our Head Girl and Head Boy, Deputy Head Girl and Deputy Head Boy are elected by our pupils. The elections of pupils to School Council are based solely on pupil votes. The School Council promotes democratic processes, freedom of speech and group action to address needs and concerns. 
  • The Rule of Law
    The importance of Laws in school or the country, are consistently reinforced throughout school days, as well as when dealing with behaviour and through school assemblies. Pupils are taught the value and reasons behind laws that govern and protect us as well as the consequences when laws are broken. Visits from authorities such as the Police and the Fire Service (as well as others) help reinforce this message, as does our teaching of PSHE. 
  • Individual Liberty
    Within school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for pupils to make choices safely, through the provision of a safe environment.  Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advise how to exercise these safely, for example through our Online Safety, Caritas, RSE and PSHE lessons.
  • Mutual Respect
    Our rules are Respect for Ourselves, Respect for Others, Respect for the World Around Us. From these three principles come our other rules for how we behave and treat each other and other people. Central to our School Mission Statements, school ethos are our core values and Gospel Values. This is reiterated through our classroom and learning rules, as well as our behaviour policy.
  • ​Tolerance of those of Different Faiths and Beliefs
    We are a school of many faiths and none. We make sure that tolerance and respect for differences of belief is taught and promoted. This is achieved through enhancing pupils understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity. Assemblies and discussions involving prejudices and prejudice-based bullying have been followed and supported by learning in RE, Caritas, RSE and PHSE.

Learning Values

We are a values-based school. This means we have key values which we explicitly teach and promote as part of our curriculum. These values we believe help our children become not only effective learners but members of our community who know how to interact positively with others. Our hope is that the children will be able to use and apply these values throughout their learning and later life, making a positive contribution in their families, social interactions, workplaces and wider community. We teach the following values throughout the year:

 

Key

Skills

Independent enquirer

 

Reflective Learner

Creative Thinker

Team Worker

As a Self manager

As an effective Participator

Enquire Problem solve Apply knowledge

Evaluation 

Enquire Problem solve Apply knowledge

Evaluation 

Enquire

Problem solve

Apply knowledge

Evaluation 

To access the full breakdown of how each year group teaches these values through their non-negotiables, please visit our year group pages.

 

 

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