Provision - Activities / Initiatives

Composites / End goals

·         KS1 - R.E & RSHE / EYFS – PSED & Understanding the World and other subject areas (Music/Art etc.)

·         Visits to places of worship – Church, Mosque, Synagogue visits.

·         Visits from local priest

·         Creating ‘magical’ moments – awe and wonder – Christmas events, fayre, Seasonal performances, Easter Parade

·         Sunshine Circle Times – reflect on own experiences/beliefs, considering those of others considering different perspectives

·         Assembly reflection time

·         Behaviour Policy – Reflection activity & time

·         Role play areas, theme days

·         Children’s Mental Health Week

·         Mindfulness time – yoga, positive well-being activities

·         Mighty Minds / Attention Autism Intervention

·         Healthy Minds Initiative & HM Champions

·         After-School clubs

·         Home Visits – transition activities – gather personal information

>  Ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values

>  Fascination from learning about the world around them – deeper engagement and learning

>  Reflection – develop understanding of needs and feelings, beliefs of others

>  Imagination and creativity

>  Willingness to reflect on their experiences.

>  Understanding the importance of being mentally healthy as well as physically

·         Community - Food banks,  Shoe Box Appeal / Visits to Residential home

·         People who help us – police / fire person visit

·         Anti-bullying week

·         NSPCC assembly

·         Reflection Activity - following behaviour incident

·         Value-based Assemblies – RSHE/RE

·         Raffle Ticket system - Playtime/lunchtime

·         P4C

·         Reading – Moral stories / Social Stories – questioning – putting themselves in that person’s shoes / conscience alley

·         Beighton Bees – school council

·         Healthy Mind Champions

·         Positive Behaviour System – incentives, rewards and consequences – Reflection Activity

·         Bee Rules and Class Rules

·         Mighty Minds & other SEMH Interventions

·         Inspirational Role Models – values, impact on world today

·         Online safety

·         British Values (see additional document)

>  Ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives,

>  Recognise legal boundaries and, in so doing, respect the civil and criminal law of England

>  Understanding of the consequences of their behaviour and actions

>  Interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues

Provision - Activities / Initiatives

Composites / End goals

·         Majority of the provision above, including…

·         Embedded across school curriculum and school/classroom expectations

·         Wide range of extra-curricular provision and opportunities – working & cooperating with other children in different classes/years

·         Visits and performing to different classes

·         Supporting younger children – buddy system, reading role models

·         Brook House Buddies

·         Visits out of school – interactions with a range of people of various backgrounds and culture

·         Visitors in school / volunteers / mystery reader

·         Understanding expectations and rules in and out of school – acceptable behaviours in a range of different contexts

·         Library / coat / corridor monitors

·         Beighton Bees & Healthy Minds Champions social initiatives

·         Pupil voice, behaviour policy principles – solving conflict through talking and reflecting

·         British Values (see additional document)

·         Community events – with local schools

·         After-school activities / Lunchtime games club

·         Interventions (Circle of Friends/Mighty Minds)

  > Use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds

  > Willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively

  > Acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.

Provision - Activities / Initiatives

Composites / End goals

·         Much of the provision above including…

·         Celebrating Black History Month & other cultural events

·         RE, RSHE, Art, Music, Geography, History and PE Curriculum (as well as the cross-curricular links within others)

·         Cultural week

·         African drumming

·         D&T – Cooking/food from around the world

·         Local culture and museum visits

·         After School club – Geography Club

·         Mystery Reader

·         British Values (See additional document)

·         Families in our school community from around the world – recognised and celebrated – locate on world map

>  Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and those of others

>  Understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain

>  Knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain

>  Willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities

>  Interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.