Halley's Principles

Seven principles which stem from our shared values and which underpin the life, work and ethos of the school.  (ITCARES)

1. Independance

People are unique.

 They bring to school their own level of understanding and different styles of learning. Their interests and concerns are many and varied and extend beyond a school curriculum.

The school aims to provide an environment which encourages children and adults to be responsible and independent learners.

  • To take responsibility for their own learning with a growing awareness of how best they learn
  • To enjoy the challenges which broaden thinking skills
  • To develop as critical and reflective thinkers
  • To identify and find support for dealing with situations when independence is difficult

The school has a responsibility for supporting families’ awareness of Local Authority policies and procedures so that they become increasingly confident and skilled in making choices and decisions.  The school also encourages and supports families to develop greater independence in their leisure time to undertake new and stimulating activities which support learning and family unity.

We interpret this for children as:  You will know yourself well; your interests, your strengths, your learning style and the support that you need.  You will make choices and will find the strength to make up your own mind.

2. Time

The greatest gift we can give anyone is time.

School life is demanding of time. Consequently we need to work hard to make sure that children, parents and staff know there is always quality time for them.  The school actively plans for such time…  

  • Time for learning
  • Time for listening
  • Time for decision-making and taking necessary action
  • Time to share formally and informally our thoughts on  developing policy and procedures
  • Time for sharing opinions and professional judgments with parents and children          
  • Time for reflecting.
  • Time for social interaction

The pressures of a busy school require us to examine, share and review our respective approaches to time management.  As a team we should agree to use shared time effectively and productively and to ensure that individuals have the time to carry out the responsibilities of their role to the highest possible standard.

School structures and systems aim to maximize time for high quality teaching and learning.

We need to examine and support children’s time management in order that they achieve and become autonomous and successful learners.

We interpret this for children as:  You will be given time to do things well, to pursue your interests both in and out of school and to develop a love of learning.  You will know how to plan and use your time effectively.

3. Communication

The school aims to facilitate good communication between all members of its community.  It should provide opportunities to talk and be listened to in both formal and informal contexts.  Feedback is considered to be a vital element of communication as is the sharing of new ideas.

Consideration should be given to providing a range of points and times of contact for children, parents, staff and others associated with the school.

The building should be appropriately and selectively signed to support the needs of the school community.

All communication systems should have a checking and review process in order to ensure efficiency and relevance.

We interpret this for children as:  You will be given opportunities to “speak” and you will be listened to.  Your opinions will always be valued and your voice will be heard.

4. Achievement

The school’s motto is Including all learners and achieving great things.  It refers to all of the learners in the school community and embodies the school’s unyielding commitment to inclusion and success.

Everyone should be supported in achieving their full potential – physically, emotionally, socially, intellectually and spiritually.  Our staff examine how best the curriculum enables this to happen, and whether our work with parents and the wider community creates a partnership for good achievement.

The school’s agreed systems for planning, assessment, record-keeping and reporting should support good learning, progress and attainment, with a shared understanding of where each child is in their learning journey.

The physical environment should promote and reflect high standards of learning. The management of resources both human and material should ensure continued achievement.  Pupils with special educational needs and those with special gifts and talents should receive appropriate support through close partnership with all relevant agencies. All achievement, no matter how small, should be recognized, valued and celebrated.

We interpret this for children as:  You will know what it feels like to be good at something and will have achieved your very best.

5. Relationships

All relationships in school should be built on trust and mutual respect.  We should be aware of each other’s needs and try to understand how our actions may affect others.  We can show empathy and understanding without necessarily agreeing.  Everyone should feel a sense of worth and high self-esteem without impinging on others, without undermining professionalism, confidence or friendship.

Employees should see themselves as the builders of positive relationships between all members of the school community, including pupils, their families, governors and members of the wider community.

As a relatively small school the potential to make close and positive relationships with our pupils and their families is huge and is something which we strive to nurture.

(*See Professional Behaviours and Attitudes)

We interpret this for children as:  You will know friendship and learn how to get along well with other people.

6. Equality

The school’s message should be clear.  Each and every person is valued regardless of culture, language, religion, class, age, gender, sexuality, disability or ability.  It should also be evident that there is an acceptance of all as unique individuals in the school community,that a climate of mutual respect is nurtured and that diversity is celebrated.

The building, the environment, the curriculum, resources and the way we behave should reflect this commitment.  As an institution we should strive to promote equal opportunities for all, whilst being sensitive to children’s and adults’ varying needs and skills.  We should make clear our intolerance of any form of discrimination or prejudice and take robust action to counter it.

There is a need to maintain systems of reviewing both the explicit curriculum and any hidden curriculum issues.  It is important that the staff work to develop children’s awareness of the needs of others beyond the school and their local community - our respect and understanding needs to have a global dimension.

The staff of the school should work with children and their families to establish attitudes and a code of behaviour within which the school’s community can thrive and moral values such as respect, tolerance and empathy are nurtured.

We interpret this for children as:  You will be treated fairly and will treat others with respect.  You will appreciate just how unique you are.  You will believe in yourself and feel confident that you will achieve your goals.

7. Security

The school should be a welcoming and safe place for all.  Children and their families need to feel happy, confident and positive in the school.  They should experience a sense of security in the knowledge that there will always be support for them and that they are included and valued by the school community.

The curriculum we offer children should be appropriate to their needs and should provide opportunities for them to make connections with both their own lives and experiences and those of others.  Children need to feel confident about their progress and able to make mistakes within a positive framework.  Personal security comes in the knowledge that making mistakes is integral to good learning.

The school must earn the trust of parents and other community members and agencies. It should be user-friendly and a place where feelings of security develop through increased understanding and involvement in the institution.  The protection and safeguarding of children by all employees at all times is evident in the school’s policies, procedures and day to day activities.

All employees should feel secure in their professional development and confident that their care and wellbeing is a high priority for school leaders.   

We interpret this for children as:  You will feel safe and secure and proud of your school.  You will feel part of your local community and will explore and learn about the local area.

 

Agreed by all staff – Reviewed January 2014

"Pupils are engaged, motivated and focused. They respond to teachers’ high expectations. Pupils say that adults always encourage them not to give up."

- Ofsted, 2017