Grange Primary School - Our School Values

Our School Aims

To provide opportunities for every child to feel part of and be able to contribute to the school, local and global community through the teaching of rights and responsibilities.
To provide a rich and exciting curriculum which engages and motivates children and in which every child can develop fully as an individual and achieve their full potential
To develop motivated, inspired, independent children who have a love of learning and are curious to know more.
To provide a secure supportive environment where children can develop respect for themselves, others and their surroundings resulting in pride in themselves, their peers and their school and who are equipped to meet the changes and challenges in their life ahead.

These aims are integral to all that we do along with our School Values.

Our School Values: HEART

At our school, we believe that happiness is a fundamental right for all children and strive to create a positive and supportive learning environment where our pupils can shine.

We value excellence in all areas of our curriculum, and encourage our children to aim high.

We encourage ambition and a growth mind set, motivating our children to pursue their passions and dreams and to set high goals for themselves and work towards achieving them.

Respect for oneself and others is a cornerstone of our school community, and we work to foster an atmosphere of inclusivity and acceptance.

Togetherness and teamwork are important to us, as we believe that collaboration and support from our classmates is essential for personal and academic growth.

These are the values at the HEART of Grange Primary School.

•For children to happy in school they need to feel safe, cared for and confident.

•Has a child been particularly caring and considerate to a new peer or friend that has been struggling?

•Have they displayed a new confidence in a skill, piece of work or in the wider areas of school life?

•Have they been able to reflect on something that they have completed and now have a newfound confidence to try again?

•Does the child always try their best, regardless of any personal adversities they face?

•Is there a child who comes into school, regardless of the chaos at home and tries to just ‘get on?’

•Does the child ‘have a go’ at challenging work, regardless of their difficulties?

•Is there a child who consistently works hard, striving for excellence?

•Is there a child that consistently tries to amend their work and learning behaviours to achieve?

•Has a child repeatedly tried to complete something, even though they have struggled? This could anything from extra handwriting practice to achieve their pen license to skills in PE.

•Has a child demonstrated respect for themselves by their actions?

•Has a child showed respect in their actions or work towards other children?

•Has a child supported staff or other children in maintaining the learning environment?

•Has a child demonstrated a real drive for their class/team to achieve?

•This could be a child who praises children if they attend school, or motivates a less able peer.

•Is there a child who is always on hand to support the teacher in lining up for assembly/ classroom routines etc.