Our values are academic, physical and emotional success. Everything we do is planned to ensure it helps us achieve our mission and are always part of our values.
Academic Success
Academic success is important for our children who will grow up into a world of increasing technological demands and a diversifying workforce. Academic success boosts self-esteem and impacts positively on behaviours and social interactions within peer groups and with others. Children who are successful academically are more likely to be well-rounded and self-sufficient individuals and will have a wider range of opportunities during their life.
We ensure that children will be academically successful by taking account of an individual’s starting point and helping them to make excellent progress through our curriculum offer. We acknowledge that academic success will look different for every child and will celebrate all progress in order to develop intrinsic self-motivation; to do well for the sake of wanting to do well. We will be driven by our understanding to make choices that will only benefit the children’s academic success.
Physical Success
Physical success is important so that children are able to grow up to be healthy citizens who can make good choices about their lifestyle. Being physically successful helps your brain to work better allowing you to think more clearly, boosts your memory and enhances your concentration and focus. Being physically successful is also important because it has a positive impact on mental health, improving your ability to do everyday activities and adapt and overcome problems or difficulties.
We ensure that children are physically successful through
- PE lessons
- Secondary School PE links
- Sports clubs
- Sports leaders at break
- Play/lunch sessions
- A range of other activities
- Being physically proactive in a lesson
- Being ready to learn
Emotional Success
Emotional success is important because it is a key aspect of having a healthy lifestyle. Being self-aware is an important part of being able to work with others successfully and helps us to form meaningful relationships based on an understanding of give and take. Nourishing our social relationships can lead to more success and happiness. Emotional intelligence can help to improve communication and problem-solving. It helps to develop empathetic individuals who are able to build relationships based on mutual trust.
We ensure that children are emotionally successful by
- Well established RSHE curriculum
- Promoting the understanding of how an individual can allow themselves and others to flourish
- Encouraging independent and collaborative relationships
- Appreciating diversity
- Maintaining high expectations of behaviour and manners
- Teaching children how to listen to others and respect their viewpoints
In an ever-changing world, the development of key characteristics is essential for children as they grow into young adults as they get ready for their life beyond education. Developing positive character values will help our children to grow into positive citizens ready for the world of employment with transferable skills. We have four character values at Burnt Oak Primary School that we teach our children:
Respect: We want our children to value themselves and others, showing kindness, understanding, and consideration in all they do.
Resilience: We want our children to be equipped to face the challenges the presents and be best version of themselves.
Empathy: We want our children to not be tolerant but to be anti-discriminatory for all minority groups and individuals
Responsibility: We want our children to be active and independent learners who have pride in themselves.
Progression in Character Values
Our character values help pupils develop resilience, confidence, independence, and respect for others (personal development). It includes fostering responsible citizenship, promoting mental health and wellbeing, and ensuring pupils understand and live by fundamental British values:
Responsibility
|
Year group |
Progression (what pupils should demonstrate) |
Evidence through the curriculum (examples) |
|
1 |
Begin to take responsibility for personal belongings and classroom routines; participate in simple roles; complete reading at home. |
Computing: follow simple online-safety rules; PSHE/Jigsaw: Being Me in My World; Science: use equipment safely; RE: show respect; PE/DT/Music: bring correct kit. |
|
2 |
Extend responsibility to shared resources and words; complete homework; help at home when asked. |
Computing: apply online-safety; PSHE/Jigsaw: understand impact of actions; RE: explore respectfully; PE: follow game rules; Science: make healthy choices. |
|
3 |
Apply responsibility independently in learning; prepare for performances; contribute to knowledge organisers. |
Computing: deepen online-safety; History/Geography: recognise roles; PSHE/Jigsaw: take responsibility for behaviour; Science: safe investigations; PE/DT/Music: use tools responsibly. |
|
4 |
Demonstrate responsibility within groups and leadership roles; maintain independent records; sustain high presentation standards. |
Computing: evaluate risks; History: roles in civilisations; PSHE/Jigsaw: challenge bullying; Science: safe investigations; RE/PE/DT/Music: responsibility in learning. |
|
5 |
Take responsibility for supporting peers and the school community; maintain independent learning routines and records. |
Computing: responsible online participation; Geography: responsibility for environment; History: compare responsibilities; Science/PE/DT/Music: set up experiments safely. |
|
6 |
Model responsibility across school and wider community; fulfil leadership roles; apply responsibility to global issues. |
Computing: manage online presence; Geography: reduce plastic pollution; Science: protect habitats; History: analyse responsibility for WW1; PSHE/PE/RE/DT/Music: show respect for beliefs. |
Resilience
|
Year group |
Progression (what pupils should demonstrate) |
Evidence through the curriculum (examples) |
|
1 |
Begin to persevere with short tasks; have a go at new activities; ask for help; begin simple problem-solving. |
PSHE/Jigsaw: set small goals; PSED/C&L: listen carefully; Phonics/Reading: practise sounds; Maths: persist with number and patterns. |
|
2 |
Sustain focus with adult encouragement; build on prior experiences; seek and use help; work through problems with scaffolding. |
PSHE/Jigsaw: manage disappointment; PE: practise skills; Phonics/Reading: apply phonics; Maths/Science/Art: persist when experiments fail. |
|
3 |
Apply strategies to overcome setbacks; understand positive mindset; develop self-confidence; begin proactivity; support peers. |
PSHE/Jigsaw: plan steps; Handwriting: work towards neat writing; Reading: work towards free reader; Maths: start TTRS; History/Science/Art: study resilient inventors. |
|
4 |
Show increasing independence in problem-solving; maintain positive mindset; help others when able; develop proactivity. |
PSHE/Jigsaw: set ambitious targets; PE: challenge self in swimming; Handwriting: consistency; Maths/Computing/French: learn new skills. |
|
5 |
Maintain resilience during complex tasks; use strategies independently; demonstrate proactivity; support peers. |
PSHE/Jigsaw: plan for longer-term goals; Science: troubleshoot circuits; Maths: persist with new methods; History/Art: recognise resilience; Music/PE: learn new skills. |
|
6 |
Model resilience; stay on task; draw on prior experiences; select and apply strategies; maintain positive mindset; help others. |
PSHE/Jigsaw: achieve goals; History: examine impacts of war; Science: repeat experiments; Maths/Art/SATs/Performance: persevere through assessments. |
Empathy
|
Year group |
Progression (what pupils should demonstrate) |
Evidence through the curriculum (examples) |
|
1 |
Identify basic emotions and link them to physical sensations; know simple ways to help someone who is bullied; recognise feelings when making new friends. |
Stories: link facial expressions; PSHE/Jigsaw: recognise emotions; RE: explore differences respectfully; History/Performance: show consideration. |
|
2 |
Explain how bullying affects others; avoid judging people because they are different; value uniqueness. |
PSHE/Jigsaw: anti-bullying themes; RE: explore differences; History/Geography: understand fairness and change over time. |
|
3 |
Adapt behaviour with awareness of others’ feelings; empathise with people in local and distant contexts; understand impacts of prejudice and discrimination. |
PSHE/Jigsaw: explore friendship; RE: learn beliefs respectfully; History: examine origins of prejudice. |
|
4 |
Continue to adapt behaviour; empathise across contexts; recognise and challenge prejudice and discrimination. |
PSHE/Jigsaw: discuss topical issues; Geography: empathise with social contexts; RE: explore differences. |
|
5 |
Discern feelings through words, body language, gestures and tone; recognise how backgrounds, beliefs and personalities shape behaviour and world views. |
PSHE/Jigsaw: respectful debate; RE: compare beliefs; History: understand motivations leading to war. |
|
6 |
Apply advanced perspective-taking; recognise how context shapes views; empathise in ethical and global discussions. |
PSHE/Jigsaw: complex scenarios; RE: discuss ethical dilemmas; Geography/History: empathise with conservation issues. |
Respect
|
Year group |
Progression (what pupils should demonstrate) |
Evidence through the curriculum (examples) |
|
1 |
Begin to show respect for adults, peers, and classroom resources; listen when others speak; use polite words. |
PSHE/Jigsaw: Being Me in My World; RE: respect for beliefs; PE: follow rules; daily routines. |
|
2 |
Show respect for differences in appearance, beliefs, and opinions; take turns and share fairly. |
PSHE/Jigsaw: Celebrating Differences; RE: Christians and Muslims; PE and Art: cooperative work. |
|
3 |
Demonstrate respect in discussions; value others’ contributions; care for school environment and resources. |
History: respect for past cultures; Geography: environmental respect; PSHE/Jigsaw. |
|
4 |
Respect differing viewpoints in debates; challenge disrespect kindly; follow rules without reminders. |
PSHE/Jigsaw: anti-bullying themes; RE: beliefs; PE: teamwork. |
|
5 |
Respect diversity in cultures and lifestyles; show empathy in disagreements; model respectful behaviour for younger pupils. |
History: WW2 roles; Geography: global issues; PSHE/Jigsaw. |
|
6 |
Model respect across school and community; uphold respect in leadership roles; engage respectfully in sensitive discussions. |
RE: comparative religion; PSHE/Jigsaw; Geography: conservation; Leavers’ Play teamwork. |
