Reaching For The Stars. 

Let Your Light Shine!

Serving - Believing - Growing

“Let your light shine before others, that they may see your good deeds.” Matthew 5:16

Serving: Serving as Jesus Did

“Serve One Another In Love” (John 13:1-17)

Jesus explained why He had washed the disciples’ feet: Jesus wanted them to love others by serving. 

We strive to support and serve one another, our local community and our wider communities.  Our Christian ethos underpins all that we do; we value and celebrate individual and collective achievements.  Together, we learn about and develop our Christian values.

Believing:

We are one family and our children shine.  Our school provides a loving, nurturing and inclusive Christian foundation for all.

Growing:

Just like in the parable of the mustard seed, the field was a good place for the seed to grow into the strongest tree; our school supports our children and community to grow, thrive and flourish.

We believe that every child should achieve their full potential in the image of God; we are committed to ensuring we develop the whole child, linked to Church of England’s vision (July 2016) of “life in all its fullness at its heart”.  Therefore, we deliver a broad and exciting curriculum through a two-year rolling programme of engaging topics. 

Please click on the icons below to find out more about what Collective Worship and Religious Education mean in our school.

Religious Education in Church of England Schools

A Statement of Entitlement

Religious education in a Church school should enable every child to flourish and to live life in all its fullness. (John 10:10).  It will help educate for dignity and respect encouraging all to live well together.  Such an approach is offered through a commitment to generous hospitality, being true to our underpinning faith, but with a deep respect for the integrity of other religious traditions (and worldviews) and for the religious freedom of each person.  Pupils can expect that a Church school RE curriculum will engage and challenge them through an exploration of core concepts and questions.  They can expect Church schools to provide meaningful and informed dialogue with a range of religions and worldviews.  There should be opportunities for them to understand the role of foundational texts, beliefs, rituals, and practices and how they help form identity in a range of religions and worldviews.  Pupils should explore how these may change in different times, places and cultures.  RE will go beyond a sociological study of religious phenomena and will introduce pupils to a range of relevant disciplines including theology, philosophy and the human and social sciences.  In all Church schools progress in RE should be significant and attainment high enabling pupils to develop confident religious literacy.

Spiritual, Moral, Social and Cultural (SMSC) Development

"The school places great value upon the work it does developing pupils' spiritual, moral, social and cultural education (SMSC), and ensures that this is based firmly upon Christian values (particularly developing a respect for the opinions, beliefs and feelings of others). The impact of this can be seen in the impressive standards of behaviour and relationships that exist within the school." SIAMS 2015

Spiritual Development

Pupils’ spiritual development is shown by their:

• Beliefs, religious or otherwise, which inform their perspective on life and their interest in and respect for different people’s feelings and values.

• Sense of enjoyment and fascination in learning about themselves, others and the world around them, including the intangible

• use of imagination and creativity in their learning.

• Willingness to reflect on their experiences.

Moral Development

Pupils’ moral development is shown by their:

• Ability to recognise the difference between right and wrong, and their readiness to apply this understanding in their own lives.

• Understanding of the consequences of their actions.

• Interest in investigating, and offering reasoned views about, moral and ethical issues.

Social Development

Pupils’ social development is shown by their:

• Use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds.

• Willingness to participate in a variety of social settings, cooperating well with others and being able to resolve conflicts effectively.

• Interest in, and understanding of, the way communities and societies function at a variety of levels.

Cultural Development

Pupils’ cultural development is shown by their:

• Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage.

• Willingness to participate in, and respond to, for example, artistic, musical, sporting, mathematical, technological, scientific and cultural opportunities.

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