How we create an outstanding learning environment

Achieving our aims
• Ensure inspirational teaching is informed by current educational research
• Ensure all pupils achieve their own potential regardless of barriers to learning
• Raise standards and accelerate pupil progress through quality first teaching, high quality marking and the effective use of academic targets and success criteria to offer pupils clear guidance on how to improve;
• Continue to recruit effectively (good quality staff);
• Have high aspirations
Delivered Through:
• An exciting and inspiring curriculum with lots of opportunities for visits and visitors and hands on experiences related to real life contexts;
• Excellent teaching in a fit for purpose environment that is well resourced;
• Responsive, pro-active and effective monitoring mechanisms.
Supported By:
• Excellent pastoral care
• Systematic staff development
• High quality resources
• Strong parental engagement
• A supportive and highly skilled governing body
• Membership of the Star Alliance
• Astute financial management
• Clear guidelines, policies and processes that everyone understands and follows.
• **Promoting British Values at Appleton Roebuck Primary School

The DfE have recently reinforced the need “to create and enforce a clear and rigorous expectation on all schools to 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.”

The government set out its definition of British values in the 2011 Prevent Strategy, and these values have been reiterated by the Prime Minister this year. At Appleton Roebuck these values are reinforced regularly and in the following ways:


Democracy is central to the life within the school. Pupils have the opportunity to have their voices heard through our School Council and Pupil questionnaires. Governors participate in pupil voice activities which are fed in to the schools development plans. The elections of class School Councillors are based on pupil votes. The curriculum promotes opportunities for learning about democracy in a number of different contexts. Our school behaviour policy was based on the views of the children and other stakeholders.

The Rule of Law:

The importance of Laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school days, as well as when dealing with behaviour and through school assemblies. Pupils 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. They are actively involved in defining rules for the classroom and other aspects of school life – our Golden Rules. Visits from authorities such as the Police; Fire Service; Lifeguards etc. are regular parts of our calendar and help reinforce this message.

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 young pupils to make choices safely, through the provision of a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and to do this safely, for example through our E-Safety and PSHE lessons. Whether it be through choice of challenge, of how they record, of participation in our numerous extra-curricular clubs and opportunities, pupils are given the freedom to make choices.

Mutual Respect:

Part of our school ethos and behaviour policy has revolved around core values such as ‘Respect’, and pupils have been part of discussions and assemblies related to what this means and how it is shown. Posters around the school promote respect for others and this is reiterated through our Golden rules, as well as our behaviour policy. Play Leaders and Computing Helpers from Upper key stage 2 support pupils in other year groups.

Tolerance of those of Different Faiths and Beliefs:

This is achieved through enhancing pupils understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity. Children have opportunity to visit multicultural places of worship. Assemblies and discussions involving prejudices and prejudice-based bullying have been followed and supported by learning in RE and PSHE. Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school. Pupil feedback indicates that they value these experiences. Our curriculum ensures that a wide range of different faiths and beliefs are taught, including British Values.