Personal development is both a subject and a school ethos. It is reflected in our school intent of Happy, Healthy in Harmony, in our enriched curriculum and in our 'Learning and Living' behaviours; Passionate, Resilient and Caring.

We want each and every child to leave our school feeling confident, unique and proud.

Our aim is to teach children how to navigate through life safely, happily and healthily.

Children are growing up in a world that is constantly changing and it is the duty of all the staff at school, in partnership with the parents, to teach the children transferable life skills.

We teach children about the world around them, relationships, emotions, reproduction and health, as well as transferable skills to help with life.

We consistently promote the British Values which help enable children to become active citizens and a positive force in their local and national community.

·   What specific personal development programmes or initiatives are offered to pupils in our school?

·   How is personal development integrated into the overall curriculum and school activities?

·   How does the school promote emotional well-being and resilience among pupils?

·   Are there any extracurricular activities or clubs that focus on personal development? How are these effective?

·   How does the school encourage self-reflection and self-awareness in pupils?

·   What measures are in place to address the individual needs and interests of pupils regarding personal development?

·   How does the school collaborate with parents and carers to support pupils' personal development?

·   What training or professional development opportunities do teachers receive to enhance their understanding of personal development and effectively support pupils?

·   How does the school assess and evaluate the effectiveness of its personal development provision?

·   Are our school assemblies engaging and interesting?

·   Does our school teach pupils to have an interest in, and respect for, different people’s faiths, feelings and values?

·   Does our school value everyone equally and teach pupils that difference is positive, not negative?

·   Do we teach pupils to enjoy learning about themselves, others and the world around them?

·   Do we provide opportunities for pupils to recognise the difference between right and wrong and apply this in their lives?

·   Do we provide opportunities for pupils to develop their social skills in different contexts (e.g. working and socialising with other pupils from a range of religious, ethnic and socio-economic backgrounds)?

·   Do we develop pupils’ understanding of the British values of democracy, the rule of law, individual liberty, tolerance and respect?

·   Do we promote equal opportunities in an inclusive environment where all needs are met (irrespective of age, disability, gender reassignment, race, religion or belief, sex or sexual orientation)?

·   How do we encourage pupils to aspire, make good career choices and understand what they need to do to succeed?

·   Does our school provide an effective careers programme that offers advice, experience and contact with employers?

Year 1

Each week as a class we complete Picture News which focuses on different British Values. Children are exposed to it during these sessions and they are reinforced in the children's day-to-day experiences where they have choice during Continuous Provision and matters affecting the classroom.

Adults supporting and modelling positive interactions with children.

Co-regulation - helping children to begin to resolve conflicts with others.

Storytelling: Introducing topics through stories.

Jigsaw

Opportunity for communication - in Continuous Provision, supported by staff.

Consistent use of language throughout school - in line with Behaviour strategy.

Year 1

Every child at Fradley Park is treated equally. No child has a barrier to experiencing any of the activities we complete. We have high expectations for all of our children and put in necessary scaffolds where appropriate so that every child can acheive.

Relationship and behaviour policy. Emotional coaching. Discussing with the children about what has happened and how it has made other feels. Discuss what they would do differently. Range of strategies to support this in the classroom.

ISP for individual children. Strategies and interventions used to support these children. Calm corner to support children's emotions. Scaffolding for children to allow them to achieve.

Year 1

Opportunities to share different religious, ethnic and socio-economic backgrounds can be shared via Tapestry. During RE, we cover different religions and visit or watch videos of different places of worship. We also experience different children's lives via a Charlie Bear we send home in Year 1.

Year 1

Throughout the school day where any problems arise, we would have a discussion as a class on how is best to deal with a situation. During Provision, this could also take place as a 1-1 discussion to identify different ways we could handle conflict when it arises, reflecting upon the child's choice as to whether it was a good choice or not.

In our day to day roles, we consistently discuss with the children about their feelings, we use the ZoR to help children of all abilities to discuss their feelings.

We have calming breathing that we have implemented into our routine to allow children to be ready to learn. This fosters a culture of calm, respectful children.

In our PSE lessons, we allow all children to discuss their feelings, thoughts and experiences. It allows children to feel a part of the class and feel heard/seen.

Self-reflection is used when discussing the children's feelings. We each have a calm corner, fostering a culture of openness and honesty. It ensures children can find a solution to their problems.

As staff, we have regular staff training, linking to well being. We have set times such as INSET days for adults to come together to gather their thoughts and ideas around PSE.

Our school assemblies allow children to feel a part of the culture. They are celebrated, golden book, star of the week, head teachers award, attendance awards. This allows pride to flow through the school and constant determination for children in all classes.

Conversations with the children about right and wrong are held as classes and when they arise. It is modelled to them how things should be used, tidied away and how you should speak to each other This is then followed by lots of praise when seen.

Picture News is used in class to discuss the British values. The children are able to apply this to their own lives - local stories mean children ca relate closer.

Class charter allows for responsibility and accountability to be held. Reminders are always given when things are not quite aligned with the schools behaviour policy or the class charter.

Year 1

At Fradley Park, we aim to make learning motivating and inspiring through class 'hooks', practical experiences and experiences which fill children with awe and wonder.

We have visitors come in to discuss their job roles - doctors, police, nurses, carers, teachers etc.

Pupil voice - getting children to voice their opinions and thoughts about different things that happen in school.

Children's roles - jobs within class, student council