Alfred Street Junior
ALFRED STREET
Junior School

Telephone: 01933 353762

Our Ethos and Aims are as follows:

  • To provide a happy, caring and secure learning environment in which each child and member of staff may develop to their full potential and where they may have the confidence to express themselves freely.
  • To raise standards of school achievement by setting targets, and monitoring and evaluating attainment.
  • To provide high quality teaching, focused on the prior achievements and learning needs of the children.
  • To provide a broad and balanced curriculum ensuring that equal opportunities are given to all children regardless of culture, religion, sex or ability.
  • To recognise and value each individual’s contribution to the life of our school.
  • To have tolerance, understanding and concern for each other.
  • To develop an awareness and concern for the immediate and global environment.
  • To extend and improve our community relationships and to develop strong and meaningful links with our school cluster group.
  • To be an inclusive community, providing for the needs of all our pupils and preparing them for life in twenty first century society.

 Our vision

We strongly believe in traditional values and foster a nurturing ‘family’ feel. The school’s aim is for all of our children to be outstanding members of the community, where they can thrive, whilst acknowledging the diversity and differences that are in their local, national and global environment. Every child is respected and valued as an individual, and is immersed in a curriculum that inspires them to be successful. Our curriculum celebrates our rich history and heritage which places our school at the heart of the community, whilst also preparing our children for 21st century life.

Children at Alfred Street have the opportunity to develop their independence; have ownership over their learning and build curiosity through first-hand experiences. Our exciting and engaging curriculum hooks the children in and creates a ‘wow’ experience that encourages them to explore for themselves and ask that all important question - why?

Our values

Our vision for everybody within the school community is encompassed in the Alfo Agreement, which we all stand by every day and at the heart is our core values.

 

Promoting British Values

The definition of British Values was set out by the government in the 2011 Prevent Strategy and determined that “schools should promote the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.”

At Alfred Street Junior School, we believe it to be an essential part of our duty to prepare our children for life in modern Britain. Children are taught about British Values through PSHE and RE and these are examined and discussed through our delivery of a broad and balanced curriculum, allowing children to develop a secure understanding of these through application to their own lives and those of others. British Value are promoted through assemblies, our whole school values system and structures such as our School Council. We recognise that promoting British Values also carries with it a responsibility to challenge pupils, staff or parents who express opinions or behaviours in school that are contrary to fundamental British values.

We look to provide children will opportunities to gain experience beyond their local community, welcoming a range of visitors into school as well as class visits to promote children’s understanding of British Values outside of their own experience.

 

Being Part of Britain

Democracy

Making decisions together

Rules and Laws

Understanding rules matter

Individual Liberty

Freedom for all

Mutual Respect

Treat others as you want to be treated

Tolerance

of those with different faiths or beliefs

Whole School

Assemblies held on themes based on British Culture.

Whole-School Celebrations based on significant cultural events.

School events opened up to the parents/local community, including:

Coffee Morning commemorating WWII bombing of the school; Enrichment Days to share work produced;

Harvest gifts shared with local senior citizens and the foodbank;

Singing at local care homes and other community events;

Attending other community events like Remembrance Services, Easter and Christmas Services.

School Council enables children to stand for election and give a presentation to their class.

All children allowed to vote for their class representatives in a realistic ballot.

Chosen School Councillors, along with the rest of the class, are then given a voice in whole-school decision-making.

Votes are taken often in class situations, through show of hands/private ballot, when making choices in a range of activities across the curriculum.

Pupil Voice Questionnaires allow all children to have their voices heard.

Children take a pivotal role alongside other members of the school community in creating the content of the ‘Alfo Agreement’, which sets out the values of our school. All children then sign a copy, agreeing to adhere to the values decided upon.

Children are involved in creating rules within the classroom.

Children are taught to develop independence and responsibility for behaviour choices and to follow our school values.

Children are taught about the ‘Rights of the Child’ through ‘Protective Behaviours’.  They are also taught that with ‘Rights’, also comes ‘Responsibility’.

Children are given opportunities to make their own decisions in a range of situations, sometimes choosing their own work partners or making a decision about aspects of their work.

Children are taught to show ‘Respect for All’ throughout their school life.  Although taught explicitly in PSHE, it is a value with such importance, that it is promoted in all areas of their school life, and encouraged beyond that.

Children are taught about different faiths and cultures in many areas across the curriculum.

During specific RE topics, visitors are invited in to talk to the children and take part in cultural activities with the children.

Multi-Faith visitors are invited in to take assemblies about a variety of different religious and cultural festivals.

Children visit significant places for different faiths: eg: Hindu Mandir, Sikh Gurdwara, Christian Churches of different denominations etc.

Children take part in whole-school Diversity Days.  These include Chinese New Year Day, Eastern European Day, Africa Day, Patron Saints’ Days etc.

Being Part of Britain

Democracy

Making decisions together

Rules and Laws

Understanding rules matter

Individual Liberty

Freedom for all

Mutual Respect

Treat others as you want to be treated

Tolerance

of those with different faiths or beliefs

Y3/4

Children use atlases, globes and maps to gain an understanding of the wider world, including where Britain is.

In Geography, the children compare the climate of Britain to that of other areas of Europe and the world.

Children celebrate Christian festivals through RE (Christianity in Action), assemblies and visitors.

Children prepare to be good citizens by taking on key roles within school (Student Leaders).

Children take part in School Council elections. School Council members take part in meetings, liaising between peers and staff.

Circle Time teaches children to take turns and listen to the opinions of others, understanding that some people’s opinions might differ from their own.

Children take part in decision-making within the classroom through discussion and class votes. 

Rules and values are constantly reinforced through PSHE and assemblies.

Children earn ‘Dojo Points’ for following the school rules and values.

E-Safety rules are updated, taught and reinforced.

Children are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves, and the consequences when laws are broken. Visits from authorities form part of the assembly calendar to help reinforce this message.

Circle time teaches children that they are allowed to have different opinions and to explore the language of feelings.

Children are encouraged to know their ‘Rights’ and be able to make their own choices, using their knowledge of right and wrong, but also knowing that they can make their choice in a safe and supportive environment.

Children are encouraged and given the freedom to make choices for themselves.  These could be to make decisions on choice of challenge, of how they record their work, or their participation in extra-curricular activities.

Children are educated in making the right choices regarding E-Safety.

Children are encouraged to share and celebrate achievements, both in-class and in achievement assemblies.

Children are taught the importance of mutual respect through the school values, assemblies, Behaviour Policy, PSHE and in many other areas of the curriculum and school-life.

Children are taught to recognise and respond appropriately to bullying through PSHE, assemblies and NSPCC visits.

Children learn about how healthy relationships are built on a foundation of mutual respect.

Children are taught through PSHE, RE and assemblies to acquire a tolerance and respect for their own and other cultures and faiths.

In RE, children are taught about the main aspects of the Christian faith, Hindu faith and about Humanism.  They understand that it is OK to have different beliefs to other people, and that Britain is a diverse nation.

Children have visitors from different faiths (Christian, Hindu and Humanist visitors).

Children take part in Diwali and Holi afternoons/observe other religious rituals.

Children take part in Diversity Days on a range of different cultures and faiths.

Children of different cultures to take an active role in the planning and delivery of Diversity Days.

Being Part of Britain

Democracy

Making decisions together

Rules and Laws

Understanding rules matter

Individual Liberty

Freedom for all

Mutual Respect

Treat others as you want to be treated

Tolerance

of those with different faiths or beliefs

Y4/5

Children use atlases, globes and maps to gain an understanding of the wider world, including where Britain is.

In Geography, the children compare the climate of Britain to that of other areas of the world.

Through RE, PSHE and assemblies, the children learn about British figures who have had an impact on our country through their beliefs.

Children prepare to be good citizens by taking on key roles within school (Student Leaders).

Children take part in School Council elections. School Council members take part in meetings, liaising between peers and staff.

Circle Time teaches children to take turns and listen to the opinions of others, understanding that some people’s opinions might differ from their own.

Children take part in decision-making within the classroom through discussion and class votes.

Rules and values are constantly reinforced through PSHE and assemblies.

Children earn ‘Dojo Points’ for following the school rules and values.

E-Safety rules continue to be updated, taught and reinforced.

Children are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves, and the consequences when laws are broken. Visits from authorities form part of the assembly calendar to help reinforce this message.

Circle time teaches children that they are allowed to have different opinions and to use the language of feelings to discuss these differences sensibly.

Children are encouraged to know their ‘Rights and Responsibilities’ and be able to make their own choices, using their knowledge of right and wrong, but also knowing that they can make their choice in a safe and supportive environment.

Children are encouraged and given the freedom to make choices for themselves.  These could be to make decisions on choice of challenge, choice of topic to research, of how they record their work, or their participation in extra-curricular activities.

Children are educated in making the right choices regarding E-Safety.

Children are encouraged to share and celebrate achievements, both in-class and in achievement assemblies.

Children are taught the importance of mutual respect through the school values, assemblies, Behaviour Policy, PSHE and in many other areas of the curriculum and school-life.

Children are taught to recognise and respond appropriately to bullying through PSHE, assemblies and NSPCC visits.

Children learn about how healthy relationships are built on a foundation of mutual respect.

Children are taught through PSHE, RE and assemblies to acquire a tolerance and respect for their own and other cultures and faiths.

In RE, children are taught about the main aspects of the Christian faith, Hindu faith and about Humanism.  They understand that it is OK to have different beliefs to other people, and that Britain is a diverse nation.

Children have visitors from different faiths (Christian, Hindu and Humanist visitors).

Children take part in Diwali and Holi afternoons/observe other religious rituals.

Children take part in Diversity Days on a range of different cultures and faiths.

Children of different cultures to take an active role in the planning and delivery of Diversity Days.

Being Part of Britain

Democracy

Making decisions together

Rules and Laws

Understanding rules matter

Individual Liberty

Freedom for all

Mutual Respect

Treat others as you want to be treated

Tolerance

of those with different faiths or beliefs

Y6

Children use atlases, globes and maps to gain an understanding of the wider world, including where Britain is in comparison to other countries.

In Geography, children learn about the global movement of not only British citizens, but other countries’ citizens too and how nations become multi-racial and multicultural. (Emigration and Immigration). 

In Science, children learn about significant British scientists and the impact they had on the world.

In History, children learn about significant events, including WWI & WWII and their effect.

Children prepare to be good citizens by taking on key roles within school (Student Leaders).

Children take part in School Council elections. School Council members take part in meetings, liaising between peers and staff.

Circle Time teaches children to take turns and listen to the opinions of others, understanding that some people’s opinions might differ from their own, and how compromises may be needed to work on collaborative decision-making.

 Children take part in decision-making within the classroom through discussion, debate and class votes.

Rules and values are constantly reinforced through PSHE and assemblies.

Children earn ‘Dojo Points’ for following the school rules and values.

E-Safety rules continue to be updated, taught and reinforced.

Children are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves, and the consequences when laws are broken. Visits from authorities form part of the assembly calendar to help reinforce this message.

Y6 children are taught about the justice system through a visit from the ‘Crown Court Liaison’ team.  They take part in a mock trial, teaching the key elements of the British Justice System.

Circle time teaches children that they are allowed to have different opinions and to use the language of feelings to discuss these differences sensibly.

Children are encouraged to know their ‘Rights and Responsibilities’ and be able to make their own choices, using their knowledge of right and wrong, but also knowing that they can make their choice in a safe and supportive environment.

Children learn that there are others in the world who still do not have freedom.

Children are encouraged and given the freedom to make choices for themselves.  These could be to make decisions on choice of challenge, choice of topic to research, of how they record their work, or their participation in extra-curricular activities.

Children are educated in making the rights choice regarding E-Safety.

Children are encouraged to share and celebrate achievements, both in-class and in achievement assemblies.

Children are taught the importance of mutual respect through the school values, assemblies, Behaviour Policy, PSHE and in many other areas of the curriculum and school-life.

Children are taught to recognise and respond appropriately to bullying through PSHE, assemblies and NSPCC visits.

Children learn about how healthy relationships are built on a foundation of mutual respect.

Children are taught through PSHE, RE and assemblies to acquire a tolerance and respect for their own and other cultures and faiths.

In RE, children are taught about the main aspects of the Christian faith and Sikh faith. They understand that it is OK to have different beliefs to other people, and that Britain is a diverse nation.

Children have visitors from different faiths (Christian and Sikh).

Children take part in Gurdwara afternoon.

Children compare singe-faith and multi-faith communities.

Children take part in Diversity Days on a range of different cultures and faiths.

Children of different cultures to take an active role in the planning and delivery of Diversity Days.

 

 Restorative Approach

As a school we believe in a restorative approach to solving conflict, which promotes inclusion, pupil voice, relationship building and problem solving. It is about ‘restoring’ peace and harmony to a situation and making sure all sides understand what has happened and how it can be repaired. Restorative practice brings the children involved together and ensures all children are actively listened to; are treated fairly and have an opportunity to reflect upon and take responsibility for their actions and devise a plan to repair. The approach fosters an awareness of how others have been affected by inappropriate behaviour. This is achieved by actively engaging the pupils in the process and through restorative questioning.

Fair process:

  • Engagement  - involving all participants in the process
  • Explanation – shared understanding of incident
  • Expectation Clarity – clear vision for the future.

Restorative Questions:

To respond to challenging/inappropriate behaviour

  1.       What happened from your point of view?
  2.      What thoughts were going through your mind?
  3.    Who has been affected and in what way?
  4.    What needs to happen so things can move on?
  5.    How can we work together to put things right?

   To help those harmed by other actions

  1. What did you think when you realised what had happened?
  2. How has this affected you and others?
  3. What do you think needs to happen to make things right?