Dream, Believe, Shine
Personal Development at Ambleside Academy has the purpose of educating pupils about the society that they are growing up in and providing them with the opportunity to develop and grow personally. Pupils will know and understand more about how to play a positive and successful role within our society, both as a pupil in our school and as an adult in the future.
Our aim as a school is to help shape our pupils’ minds so that they have the confidence to be an active citizen in modern day Britain. The curriculum journey focuses on pupils’ physical and emotional health and gives them the skills and values to keep themselves safe. Pupils learn about healthy emotional and physical relationships and develop skills to ensure that these relationships continue into adulthood. The curriculum encourages our pupils to be ambitious, motivated and hopeful for their futures.
Personal Development can tackle barriers to learning, raise aspirations, improve life chances and develop confidence, creative and curious young adults by building their character through challenging topics and themes.
There is evidence to show that it can also address:
- Online awareness and safety
- Ambition and motivation
- Emotional health, wellbeing and self-regulation
To be successful independent learners, children need regular opportunities to reflect upon and identify what they have learned, what needs to be learned and what they need to do to continue their learning. Judging the impact of our Personal Development curriculum requires a well thought out and tailored approach to assessment.
Our approach to assessment ensures progress and attainment in the knowledge, understanding, skills and attributes which Personal Development strives to enhance is recognised and evidenced.
The model of assessment we utilise within PSHE is that at the start of every new unit an initial activity is carried out to assess the pupils starting point. It is used to inform the teachers planning for that topic. At the end of the unit a summative assessment activity is carried out to allow pupils to demonstrate the progress they have made. Within the wider Personal Development curriculum, opportunities are again provided for the children to be reflective and to be able to identify what they have learnt and the impact this has had upon them. Staff use three different means of assessment. These are: verbal, action and observation, and written. This assessment then informs future planning and re-shapes the Personal Development offer ensuring it is meeting the needs of the children as they progress through the academic year.
The school supports democratic values in various ways – both as part of our school curriculum and in an extra-curriculum capacity. For instance, we have an active and purposeful school council that ensures voices from all pathways are represented. Pupils views from this forum are valued and have impacted on change within the school.
RULE OF LAW
In school we have an inclusive Relationships and Behaviour policy. Rules and expectations are promoted consistently throughout school and pupils are aware of the consequences of falling short of these expectations. The school also recognises, through its reward system the progress made by individual pupils.
We believe that all pupils should be given the opportunity to make appropriate personal choices and we offer the support and guidance to enable them to do so. Pupils have the freedom to participate in a wide range of curricular activities, including sports teams and whole school clubs. We recognize each child as a unique individual and encourage them to make informed choices.
Our motto of Dream, Believe, Shine ensures that we put learning and respect at the heart of everything we do. Pupils regularly take part in celebration assemblies that focus on good work and being kind. We work tirelessly to ensure that bullying is eradicated through support and understanding and restorative conversations. All pupils have a trusted adult they can turn to in times of need. The school takes part in anti-bullying week and runs a wide range of support programmes to ensure all pupils feel safe and valued in school.
Tolerance of those of different faiths and beliefs is central to our school as we work to celebrate the unique nature of every child who attends. Curricular activities are run to experience different cultures helps to broaden our pupils understanding. Lessons and assemblies explore different faiths and beliefs and carefully selected text and poems explore traditions from a range of cultures.
The Equality Act became law in 2010. It covers everyone in Britain and protects people from discrimination, harassment and victimisation because of the protected characteristics that we all have.
Under the Equality Act, there are nine protected characteristics:
- Gender reassignment
- Race – including colour, nationality, ethnic or national origin
- Religion or belief
- Marriage or civil partnership
- Sexual orientation
- Pregnancy and maternity
No form of discrimination is tolerated at Ambleside Academy and our pupils show respect for those who share the protected characteristics.
We do not teach about all the protected characteristics in every year group. We follow the Jigsaw Scheme of Work which is planned and delivered so that our pupils develop age-appropriate knowledge and understanding during their time at Ambleside Academy. In addition to the protected characteristics being woven through the Jigsaw PSHE lessons, we also deliver a Protected Characteristics assembly once a half term together with a stand-alone Protected Characteristics lesson.
The 9 Protected Characteristics are also actively promoted in school through:
- Our school DREAM expectations
- Our school behaviour policy
- Conscious role modelling by all adults in the school community
- Active engagement and communication by all adults in the school community
- Discussion within curriculum subjects, taking a cross-curricular approach
- Promoting articulation by building appropriate language and a coherent vocabulary
- PSHE lessons and RSE lessons
- Religious Education lessons
- Pupil Voice
- Educational visits
- Student council
- Year 5 and 6 Pupil Forum
- Extra-curricular activities, after-school and lunchtime clubs and work within the local community
- Anti-bullying work
- Diversity focus days
During their time at Ambleside Academy, pupils receive a broad programme that gives them the knowledge they need to make decisions and contributes to developing and building their character, through the following elements:
- Inclusion and equality of opportunity
- Wider opportunities for pupils
- Health, Education – Physical and mental wellbeing
- Developing confidence and resilience
- Understanding technology and media
- Spiritual, moral, social and cultural development
- Development of Character
- Economic understanding
- Sex Education
- British values
- Relationship education
The curriculum aims to provide our pupils with the knowledge, skills and experiences required to live as independently as possible, taking into account the needs and challenges of each individual, we aim to provide quality learning experiences and the cultural capital required for our pupils to develop as individuals, ready to face the challenges of the next stage of their lives with confidence. We take a holistic approach to developing the whole person.
Please click on the individual tabs below for further details:
Personal Development Guidance
Click here to view the Personal Development Guidance.
Click here to view our RSE Policy.
Our Student Council are an important part of our school community. We have 6 key roles within the Student Council which are:
- Deputy Chair
- Behaviour Lead
- Attendance Lead
- Diversity Lead
- Communities Lead
These positions are all held by Year 6 students. They apply for the role and have to give a speech to the school who then vote for who they want to be in the above roles.
The Year 6 leaders then have a subcommittee which is made up of students from across the school ensuring we have a range of pupil voice and opinions.
The Student Council meet every week. It may be that it is the core group of Year 6 Leaders who meet, or it may be that it is the Year 6 Leader with their subcommittee.
The Student Council meet staff to discuss relevant issues for our school. This ranges from the attendance team, the Principal, Midday Supervisors – anyone who plays a part in our school.
The Student Council prepare and work with action plans ensuring their impact is timely and effective therefore having a positive impact on our school and the wider community.