1. Christian Ethos
1.1. Christian Values
1.1.1. Focus for each half term linked to Headteacher award
1.2. Ethos group
1.2.1. Lead on worship and fundraising
1.3. Collective worship
1.3.1. Spiritual development / spontaneous prayer
1.3.2. Awe and Wonder
1.4. Links with St Peter's Church
1.4.1. Rev. Simon visits (Role model, values, vision of the church)
1.5. School environment
1.5.1. Promotion of values and role models
1.6. Foundation Governors a strength
1.7. Religious visits and role models
1.7.1. Mosque
1.7.2. Gita Bhavan Hindu Temple
1.8. Christian distinctivness
1.8.1. Diocesan school
1.8.2. Family / Love and togetherness
1.8.3. Anglican direction through prayer
1.8.4. Stakeholder relationships
1.8.5. School made up of largely non-christian faith, actively practising different faiths
1.9. Bury Syllabus Curriculum
1.9.1. Explore a range of faith and non-faith beliefs
1.10. SIAMs inspection rated 'Good'.
2. Character
2.1. Teaching and learning expectations and resilience
2.1.1. Pace of lessons
2.1.2. Sequence of learning
2.1.3. Schemes and consistencies
2.1.4. Curriculum outcomes
2.1.5. Pride
2.1.6. Ownership of learning
2.1.7. Collaboration
2.2. Incentives and behaviour systems
2.2.1. Weekly celebration assembly
2.2.1.1. Headteacher awards linked to Christian values
2.2.1.2. Class teacher awards
2.2.2. Work displayed
2.2.3. In class incentives
2.2.3.1. Class Dojo
2.2.3.2. House points
2.3. Calendar events of recognition (admired character traits and selflessness of others)
2.3.1. Remembrance Sunday
2.3.2. Holocaust memorial
2.3.3. Consistent message
2.3.4. Manchester arena attack
2.3.5. National awareness days
2.4. School and class rules
2.5. School environment
2.5.1. Promotion of values, role models
2.5.2. Invested in books to promote diversity
2.6. PSHE/RHE curriculum
2.6.1. Living in the wider world, careers, banking, relationships, diversity, aspirations
2.6.2. PSHE/RHE lead and DHT created new curriculum
2.6.2.1. Pupil voice and review of curriculum to monitor impact
2.7. Foundation subjects curriculum
2.7.1. Cultural and worldwide issues and topics (climate)
2.7.2. Significant figures and events across subjects
2.7.3. Curriculum content relevant to context
2.8. Safeguarding of pupils
2.8.1. Training for staff - consistent message
2.8.2. Cpoms - robust monitoring of pupils' behaviours
3. Equality of Opportunity
3.1. SEND
3.1.1. New SENDCO appointed
3.1.2. Introduction to new SBPs and SEND triage
3.1.3. SEND training for all staff
3.1.4. School environment accessible to all
3.1.5. Invested in books to promote awareness
3.1.6. Role models invited into school
3.1.6.1. e.g. Paralympian
3.1.7. Opportunities to play competitive sports
3.1.8. Leadership opportunities
3.2. Curriculum content selected and significant figures
3.2.1. Black history
3.2.2. Art exhibition
3.2.3. Significant figures table (women, ethnicities, disabilities etc)
3.3. New PSHE/RHE curriculum
3.3.1. Strands of importance
3.3.1.1. Challenging stereotypes
3.3.1.2. Diverse relationships
3.3.1.3. Cultures
3.3.1.4. Tolerance and acceptance of differences
3.3.1.5. Protected characteristics
3.4. School environment
3.4.1. Bilingual signs
3.4.2. Displays to promote equality and diverstiy
3.4.3. Books displayed
3.5. EAL audit
3.5.1. Report created
3.5.1.1. Induction system initiated
3.5.2. FLA reports where necessary
4. Safety
4.1. Technology & Media
4.1.1. PSHE/RHE curriculum
4.1.1.1. Strand of importance: E safety progression N - 6
4.1.1.2. Covers personal safety online/offline, in school/out of school in an age appropriate way N - 6
4.1.2. Firewall in school
4.1.3. Computing curriculum
4.1.3.1. E safety
4.2. Safeguarding of pupils
4.2.1. Cpoms - robust reporting mechanisms
4.2.2. Expansion of DSL team (regularly trained level 3)
4.2.2.1. MM/SD safeguarding cards
4.2.2.2. Safeguarding posters
4.2.3. All staff trained level 1 including external staff commissioned
4.2.4. School environment
4.3. Personal Safety
4.3.1. PSHE/RHE curriculum
4.3.1.1. Drugs, alcohol and tobacco (Year 5 and 6)
4.3.1.2. Crucial Crew (Year 6)
4.3.1.3. Road Safety (KS1 and KS2)
4.3.1.4. NSPCC (pants talk)
4.3.1.5. Covers personal safety online/offline, in school/out of school in an age appropriate way N - 6
4.3.1.6. Freedom of marriage
4.3.2. School council - safe spaces around school
4.3.3. Information on school website and around school for where to access information / ask for help (parents and children.)
4.3.4. Anti-bullying policy
5. Cultural Capital
5.1. Visitors into school (role models, talks, poets) matched to curriculum
5.2. Trips, visits and experiences mapped out for pupils relating to curriculum or interests (table)
5.2.1. E.g. Fusilier museum, Bury pantomime etc
5.3. Extra curricular opportunities
5.3.1. Choir
5.3.2. Manchester Sings
5.3.3. Competitive sport
5.3.4. Music lunchtime club
5.3.5. Computing lunchtime club
5.3.6. Afterschool clubs (sports)
5.3.7. T-Factor
5.4. Look to plan in clubs - wild tribe, book clubs etc
5.5. Residentials
5.5.1. Robinwood (Year 5/6)
6. Citizenship
6.1. Linking 4 life (Year 5)
6.1.1. Social justice
6.2. Pupil leadership and responsibilities
6.2.1. Year 6 - Peer Mediators, Reading Buddies, Librarian, Ethos Group, Sports Crew, School Council, Pupil Buddy, Wellbeing Warrior
6.2.2. Year 5 - Reading Buddies, School Council, Pupil Buddy, Librarian, wellbeing warrior
6.2.3. Year 4 - School Council, Pupil Buddy, Wellbeing Warrior
6.2.4. Year 3 - School council, Pupil Buddy, Wellbeing Warrior
6.2.5. Year 2 - School Council, Pupil Buddy,
6.2.6. Year 1 - School Council, Pupil Buddy,
6.3. Charity fundraising
6.3.1. Harvest
6.3.2. Children in need
6.3.3. Fairtrade
6.3.4. Brain Tumour Research Society
6.3.5. Red Nose day
6.3.6. Donation Ukraine
6.3.7. Christian Aid
6.3.8. Antibullying - odd socks
6.4. PSHE/RHE curriculum
6.4.1. Strands of importance
6.4.2. Living in the wider world
6.4.3. New RHE curriculum
6.5. Headteacher expectations of staff of how to work with pupils
6.6. Adult role models in school for high standards of behaviour
7. British Values
7.1. Promotion of Christian values (Consistent with B.V)
7.2. School council
7.2.1. Developing democracy
7.2.2. Responsibilities
7.2.3. Development of new school rules
7.3. New PSHE/RHE curriculum
7.3.1. Strand of importance with progression N - 6
7.3.2. Develop understanding of rule of law, mutual respect, equality act, protected characteristics and tolerance
7.3.3. Consultation with parents/carers
7.3.4. Quality assured by SIP
7.4. The right to be heard
7.4.1. Safeguarding posters
7.4.2. Worry boxes
7.4.3. Peer Mediators
7.4.3.1. LEAF
7.4.4. MM/SD safeguarding cards
7.5. Restorative justice training for staff
7.6. Wider curriculum content
7.6.1. E.g. Suffragettes
7.7. Promotion of school and class rules (British Law)
7.7.1. Adult role models in school
7.7.2. School environment
8. Inclusion
8.1. CofE school with a diverse intake of different religions
8.1.1. Ramadan club during Eid
8.2. Curriculum content
8.2.1. RE curriculum: different religions and faiths
8.2.1.1. RE lead receiving training on new Bury syllabus.
8.2.1.2. Significant religious dates celebrated (Eid, Easter, Yom Kippur etc)
8.2.2. Topics and significant figures
8.2.3. PSHE/RHE curriculum
8.2.3.1. Parental and carer consultation
8.2.3.2. Life to the full (new curriculum by ten:ten)
8.2.3.3. LGBT
8.2.4. Role models visits
8.2.5. Quality assured by SIP (children's learning)
8.3. Trips to a range of places of worship
8.4. Role models visits to school
8.5. Opportunities to choose different sports activities at lunch time
8.6. School environment
8.6.1. School environment accessible to all
8.6.2. Children's responses on display
8.7. All governors and staff have had training in equality, diversity and inclusion.
8.7.1. Policy and objectives created (3 years)
9. Health
9.1. Mental health and wellbeing
9.1.1. Counsellor commissioned for pupils
9.1.2. PSHE/RHE curriculum
9.1.2.1. Strand of importance: Mental health and wellbeing progression N - 6
9.1.2.1.1. Recognition of emotions, resilience, tolerance, patience
9.1.2.1.2. Strategies
9.1.2.2. Transition work from each year group including highschool
9.1.2.3. School nurse: Year 5 and 6 puberty talks
9.1.3. SEMH lead KS2
9.1.3.1. Surgeries for teachers to support individuals
9.2. Physical health
9.2.1. PSHE/RHE curriculum
9.2.1.1. Puberty talk from the school nurse
9.2.1.2. Healthy eating
9.2.2. PE curriculum
9.2.2.1. Physical development progressive from N - 6
9.2.2.1.1. Balance, coordination, health and fitness, gymnastics, dance, invasion games, ball games
9.2.2.2. Edstart
9.2.2.2.1. Lunch time provision for sport
9.2.2.2.2. Sports crew - role models
9.2.2.2.3. Daily mile/ daily toddle
9.2.2.2.4. Sports day
9.2.2.3. PE lead
9.2.2.3.1. Reviews - next steps
9.2.2.4. Swimming
9.2.3. Science curriculum
9.2.3.1. Eating healthily
9.2.3.1.1. (Also covered in DT curriculum)
9.2.3.2. Hygiene
9.2.3.3. Changes to body/mind as we age
9.2.4. Extra-curricular
9.2.4.1. After school clubs
9.2.4.2. Competitive sports opportunities
9.2.4.3. Bikeability
9.2.5. EYFS curriculum
9.2.5.1. Physical development
9.2.5.2. Brush bus
9.2.5.3. Wake up shake up daily
9.2.6. Healthy and balanced school dinners provided (menu of choices)
9.2.7. Breakfast Club
10. SMSC
10.1. Appointment of SMSC lead
10.1.1. Monitor trends on Cpoms
10.1.2. Provides resources and support for teachers
10.1.3. Teacher surgeries
10.2. Map put how children will learn skills (perseverance, resilience, tolerance, acceptance)
10.3. Moral and cultural development
10.3.1. PSHE/RHE curriculum
10.3.1.1. Role models
10.3.1.2. Awareness of different cultures
10.3.1.3. Parental and carer consultation
10.3.1.3.1. FAQ booklet developed with link gov.
10.3.2. Wider curriculum is well planned to promote SMSC throughout foundation subjects and the RE curriculum
10.3.2.1. Visits to places of worship
10.3.2.2. Different faiths and religions studied
10.3.2.3. RE lead has completed a review and pupil voice to measure impact
10.3.2.4. Fair trade, climate change etc
10.3.2.5. Creativity through writing and art
10.3.3. School and class rules
10.3.3.1. Emphasised and modelled by staff
10.3.4. Behaviour system promotes restorative justice and reconciliation
10.3.4.1. Staff received training
10.3.5. Fundraising
10.3.6. School events
10.3.6.1. Art exhibitions, music concerts, science shares
10.4. Social development
10.4.1. Peer mediators
10.4.1.1. Regular meetings and training
10.4.1.1.1. LEAF
10.4.1.2. Pupil voice
10.4.2. Pupil roles and responsibilities
10.5. Spiritual development
10.5.1. Christian values permeate through curriculum and ethos. Ethos underpinned by SMSC.
10.5.2. Collective worship
10.5.2.1. Spontaneous prayer
10.5.3. Ethos group
10.5.4. Prayer spaces in classrooms and around school