Personal Development at Edwalton
Personal development at Edwalton is centred around the Strands listed below:
Personal development at Edwalton goes beyond the National Curriculum. Some areas of personal development are taught within subjects through a well mapped curriculum e.g. PSHE/RSHE or the online safety strand of our Computing curriculum. Other opportunities are delivered through wider school experiences which give children the unique opportunity to engage in many areas to help broaden their horizons, build confidence, character and resilience.
Edwalton Primary boasts extensive grounds, including a woodland and farm. As children engage with these natural settings it allows them to take on responsibilities such as care of animals, growing food, instilling values of empathy, respect for nature and a sense of global responsibility.
We are members of the SCARF association My SCARF and use their materials and resources to enhance our delivery of PSHE/RSHE. The SCARF programme is based on the PSHE association strands and is well suited to the needs of our school and meets the National Curriculum requirements. We also work from the Key Knowledge Progression Documents (KKPDs) which have been quality assured by Flying High Partnership trust leads and leading experts from National associations. The KKPD documents ensure a sequenced and uniform progression in line with other schools within our partnership.
SCARF builds on prior learning while adapting to pupils’ developmental stages. It gives opportunity for gradually increasing knowledge by repeating themes each year. It’s sequenced in the following half termly units:
For example, Growing and Changing is revisited in increasing levels of complexity. Prior knowledge is increased and expanded on each year. Age-appropriate delivery is always considered and guidance taken from the PSHE association SCARF programme.
PSHE/RSHE are also integrated with other subjects:
Spring 1
10th January
Spring 2
Within our ‘Children First’ curriculum, our staff highlight the opportunities to promote British Values across the curriculum. These values are also reinforced across other areas within school.
We embed these topics across different subjects reinforcing their importance in real-world contexts.
Edwalton is committed to promoting inclusivity and equality through various initiatives. The schools’ Equality Policy Equality Policy(2023) outlines our dedication to eliminating discrimination and fostering good relations among all members of our school community.
In previous years we have held a diversity week celebrating the rich tapestry of cultures, backgrounds and perspectives within the school community.
The behaviour policy emphasises creating a safe and caring environment where everyone feels valued and respected. We have a designated safeguarding team to ensure the wellbeing of all pupils.
The PE curriculum allows for inclusivity with range of sports to cater for mixed abilities and gender differences.
Within classrooms we offer SEND provision with bespoke and adapted programmes and 1 to 1 TAs who offer differentiated learning support.
We have a zero-tolerance policy for racism and children are educated about racism.
We have a safe reporting system for discrimination. All staff have completed online training from The National College ‘Certificate in Preventing Sexual Harassment in the Workplace’
We ensure school dinners cater for dietary needs, such as Halal, special diets.
We allow children from different religious backgrounds to observe different festivals where these do not fall in to our academic calendar, for example time off Eid and other celebrations.
Play leaders are high profile at breaks and lunch times to ensure children are included in play and playing respectfully, safely and fairly.
The curriculum is designed around the acronym ALIVE representing 5 principles; Curriculum | Edwalton Primary School
These principles ensure that character education is embedded throughout the learning experience, promoting qualities such as aspiration, inclusivity and a love for learning.
Our School’s STAR values underpin whole school ethos for behaviour and expectations.
Our Outdoor Play and Learning Programme (OPAL) recognises the fundamental role of play in a child’s development. Playtimes provide diverse opportunities for children to engage in creative and collaborative play, fostering team-work, problem solving and resilience.
Within every PE lesson rises the opportunity to help shape children’s’ character.
Debating club/eco club/school councils teach children to have a voice and be confident to have an opinion and voice these.
School plays, dance and music performances, school choir, push children out of their comfort zones and help build self-confidence and also the respect and how to behave when being the spectator.
Music tuition opportunities allow the children to grow within a creative environment.
Year 6 enquiry WW2 and in-depth studies in to Nottingham and the Blitz teach children about local resilience and coming through adversity with community spirit and strength.
The Mental Health and wellbeing policy Mental Health Policy (reviewed in September 2024), outlines our school commitment to supporting pupil’s mental health. We have a designated mental health lead ensuring a focused approach to pupil wellbeing.
Mental and physical wellbeing is integrated across a range of areas.
Relationships and Sex Education is delivered through age appropriate PSHE and science lessons. Our school approach aligns with the statutory guidance provided by the DFE ensuring that the content is age-appropriate and sensitive to the needs of the pupils. For example, younger pupils learn about friendship and family relationships, while older pupils discuss topics like personal boundaries and respect.
SCARF delivery of sex education includes:
Before relationships and sex education was delivered on the curriculum, a parent consultation took place via google forms. Each year a letter is sent home to all year 6 parents giving them the opportunity to withdraw their child from sex education in science. The letter ensures transparency and fosters collaboration between school and the families.
All children receive lessons on online safety within their PSHE programme and how to stay safe online using the ‘Childnet SMART.’ principles.
‘E-safety Penguins’ is used in key stage 1 to teach online safety through stories and songs whilst addressing online safety issues which are appropriate to different age groups.
Parent workshops are offered to help inform families of the importance of staying safe online. These include implementing school internet policies and encouraging parents to use parental controls and discuss e-safety at home with their children.
powerpoint ESafety workshop for parents
Computing lessons occur for a half term block every term. ESafety is reinforced in these lessons.
We are dedicated to fostering the spiritual, moral, social and cultural development of our pupils through a comprehensive and integrated approach.
Spiritual - We encourage spiritual development through the delivery of RE enabling pupils to
explore beliefs, respect faiths and develop their own sense of identity. Refection during circle time allows children to think about their values and experiences. School assemblies incorporate themes of kindness, respect and tolerance.
Moral – Children are taught to understand right from wrong and how to show empathy and social responsibility. Our STAR values promote respect. Books during story time help to explore moral choices and consequences. Teachers and staff demonstrate positive role models.
Social – We encourage team work. Children feel privileged to wear the #TeamEdwalton T-shirt and enjoy their sense of identity within the team. Park points unite children within classes. Play leaders and peer support develop social interaction across different year groups.
Cultural – We help to give pupils the opportunity to experience and appreciate different cultures and traditions through arts, music, dance, geography. Events such as Black History month, Diwali, Chinese New Year are promoted to increase cultural awareness and appreciation.
By using different approaches as a facilitator to debate and discussion in everyday situations, we aim to help children to develop confidence to express their thoughts, feelings and emotions. They learn how to be involved in meaningful discussions.
Weekly OPAL assemblies are an example of this whereby children discuss risks and benefits associated with new activities.
Children learn these skills through structured teaching, modelling and practice. We introduce debate-related opportunities in age appropriate ways so children have the tools to express their arguments clearly and respectfully.
Debating club allows children to watch and practice structured events and take part in debating competitions.
PSHE ‘Valuing Differences’ Autumn half term 2. Also encouraged within other areas. We encourage active listening through class discussions. We teach children to use correct vocabulary and avoid negative language or gestures. We encourage children to put themselves in other shoes if there have been any break time conflicts or fall outs. Within PSHE they are taught about relationships and conflict resolution.
Children are constantly being helped to develop strategies and ways to value and respect different opinions creating a more understanding environment.
Meet the teacher and transition days, summer term.
Our KKPD documents include a Year 7 strand which ensured that a child’s learning journey continues to build in to year 7. It also demonstrates the ambition within our own curriculum to prepare pupils for the next stages of education.
Our curriculum principles ALIVE are a thread throughout our curriculum. Long term plans are devised to map out progressive and coherent knowledge and help with transition from EY- KS1 and KS2.
Subject maps map out knowledge termly and show what composite knowledge is taught where and when.
Content choices are made to ensure cohesion between different subjects and year groups and knowledge is revisited, e.g. hockey from year 1-6 in PE invasion games unit, or London in Geography.
Medium term plans allow for knowledge to be broken down in to smaller granular steps. Sticky knowledge formulates what we want the children to know and remember.
As well as RE/PSHE, assemblies and other initiatives help to highlight the FBVs themes which are unique to our country.
Rule of the Law – Within PSHE children are taught that living under the rule of the law protects them and is essential for their well-being and safety. For example, in EYF children learn about policing with a visit from the Police. Year 1 learn about classroom rules and they are there to help children learn and keep everyone safe. In year 3s they learn about why we have rules and explore rules for a different range of settings.
Mutual Respect -They are taught that within local communities there are a wide range of cultures and beliefs, and that people should be accepted and not be subject to prejudice or discrimination. RE lessons help to teach cultural diversity.
Democracy - They are taught how we have the right to vote and that citizens can influence decision making in local councils and wider communities.
Tolerance – They are taught the other people with different faiths and beliefs within their community and wider afield should tolerated and accepted.
Individual Liberty – Children are guided to know that people within our society have the freedom to choose and hold other faiths and beliefs and that this is protected by law.
We provide a broad and balanced curriculum which provides the children with the skills and knowledge they need to develop as well-rounded individuals.
Pupils are then given the opportunity to develop these further through extended provision by way of afterschool and lunchtime clubs, partnership competitions and events and experience days or residentials.
We regularly communicate with parents to signpost children to community clubs and groups and Dojo or Tapestry are used as our platform to liaise and communicate about local opportunities.
Edwalton can pride itself in a long history of opportunities for extended provision with an opportunity to try new things. Even during covid, daily activity sessions were delivered on zoom and children tuned in to 9.00am workshops led by our PE coordinator. On return to school when children were still confined to bubbles, fitness club was delivered after school by a zoom link so children could continue to exercise at home with the support and guidance of the PE coordinator. Lessons were added to a YouTube channel and children still re-visit these sessions at home. Immediately after the covid restraints were lifted, a wide range of clubs and activities were on offer again. Some examples of new opportunities included:
Whole class taster days provide a wonderful opportunity for children to experience real-life events and visit places of interest to help inspire them in their learning. Onsite workshops allow children to be immersed in their lesson themes. Some visits allow them to meet inspiring role models.
School Sports Partnership events range through traditional sports and activities to less known new events. The new events help to include a new target audience of participation for the typically ‘non sporty’ children.
Residentials push children to move beyond their comfort zone and challenge their character with activities to include High Wires, Raft Building, Problem solving. They learn independence and are tested emotionally staying away from the security of their families and homes.
There are no barriers to participation for DA and SEND children. Where costs are present due to eternal providers at after-school clubs and activities, the school funds places for identified children. Special events are run by the SSP and school games coordinator, which create opportunities for these children to experience fun and stimulating activities within a supportive environment.
An attendance log of participation at extra-curricular clubs, activities is regularly updated by the PE coordinator and gaps in provision can be highlighted.
The tracking document shows that all year 6 identified DA/PP children in the 2023-2024 cohort had taken part in an SSP event by the time they left in the summer term.
Careers week year 6 Enterprise fiver challenge
Careers week parents in
Design a theme park
Plan a holiday
Careers Year 2
Transition days
STEM days
SLT leading whole school assemblies to free up class teachers to have intervention time with identified groups.
Full day PPA per term covered by SLT to enable staff to plan authentic outcomes and hooks for their next enquiries.
Volunteers for residentials were dropping and pupil voice identified a need for more clubs and a greater variety. Lieu days are given back to staff who attend residentials or run termly clubs.
All staff meetings and are linked to the school improvement plan and all subject leaders are allocated termly subject leader time to complete tasks linked to their subject action plan.
Partnership Professional Learning Communities allow collaboration between subject leaders, SLT and the other 35 partnership schools facilitated by subject experts.