Our school values incorporate what it means to be a British citizen. Each term we focus on a different value, talking about it in class circle times, PSHE and assemblies.

Our restorative practice approach aligns closely with Restorative Gloucestershire's aims to prevent conflict, build relationships and repair harm by enabling people to communicate effectively and positively. Restorative practice is increasingly being used in schools, children’s services, workplaces, hospitals, communities and the criminal justice system. Restorative practice can involve both a proactive approach to preventing harm and conflict and activities that repair harm where conflicts have already arisen.

We promote an inclusive environment where we ensure all children gain an understanding of the world they are growing up in, and learn how to live alongside, and show respect for, a diverse range of people.  We pride ourselves on a Personal Development curriculum that teaches the importance of uniqueness and celebrating differences which can often be found in the protected characteristics. 

The Equality Act 2010, identifies the ‘protected characteristics’ as: 

• age; 
• disability; 
• gender reassignment; 
• pregnancy and maternity; 
• race; 
• religion or belief; 
• sex; 
• sexual orientation. 

Our approach to teaching of the protected characteristics, allows us as a school to: 

• eliminate discrimination, harassment, victimisation; 
• advance equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it; 
• foster good relations between persons who share a relevant protected characteristic and persons who do not share it. 

 

Academic Year 2023/2024

• Picture News for Parents - May 2024 download_for_offline
  download_for_offlinePicture News for Parents - May 2024

 

peace groups

As a school that supports restorative practice approaches to develop pupils self regulation tools, we champion peace makers and peace keepers and want to support our children to support one another in taking on these roles.

To emphasise this we vertically group the school 4-5 times a year, so children from Y1-Y6 can coach and mentor one another around a given theme. This year we have focussed on the following themes. 

Session 1: A focus on relationships, regulation tools (The Zones of Regulation) and restorative approaches.

Session 2: Focus on Protective Characteristics.

Session 3:

Session 4:

Session 5:

Each group has a patron that has been instrumental in peace making and peace keeping. Our current patrons are:

Mrs. Gayle Fletcher who launched the restorative approach at Gloucester Road

Mr. Terence Bevington who has been practising restoratively for 12 years. His experience of working strategically with schools and other organisations is extensive and, through his PhD studies. He has published and presented on his practice and research. He is an expert in the field of evaluating the use of restorative practice.

Malala Yousafzai, who became an international symbol of the fight for girls' education after she was shot in 2012 for opposing Taliban restrictions on female education in her home country of Pakistan.

Ellie Simmonds was the second youngest (at 13) Paralympian in British history to win a medal of any colour when she competed at the Beijing 2008 Paralympic Games.

The fact that she went on to win two gold medals in her first Games and follows the simple philosophy "work hard and be yourself" won her the hearts of the British nation. Thanks to her success she also picked up the BBC's Young Sports Personality of the Year award in the same year.

In February 2009 she became the youngest person ever to be appointed a Member of the Order of the British Empire (MBE) and later that year won six gold and a silver medal at the IPC Swimming World Championships Short Course in Rio de Janeiro, Brazil.

Born with achondroplasia (dwarfism), Simmonds followed up her 2008 and 2009 successes with four gold, one silver and one bronze medal at the 2010 IPC Swimming World Championships in Eindhoven, the Netherlands.

Marcus Rashford, England International footballer, has been an ambassador of FareShare since March 2020.

At the start of the coronavirus outbreak, and planning for the consequences of the pandemic on vulnerable communities, FareShare launched an urgent Covid-19 appeal calling for donations, food and volunteers. FareShare was preparing for an unprecedented crisis, and expectations soon became reality with demand for food almost doubling within one month of the lockdown.

Marcus Rashford soon heard FareShare’s call for support. FareShare’s work fighting hunger in the nation’s most vulnerable communities, especially our ActiveAte campaign helping vulnerable children at risk of hunger over the summer holidays, is aligned to Marcus’ personal mission. His own family relied on breakfast clubs, free school meals and at times, food banks. Raised by mum Melanie Maynard, who worked full time earning minimum wage, it was often not enough. As Marcus explains: “the system was not built for families like mine to succeed, regardless of how hard my mum worked.”

Greta Thunberg is an environmental activist. She was born in Stockholm, Sweden, in 2003. When she was eight, she started learning about climate change. The more she learned, the more baffled she became as to why so little was being done about it. At the age of 11, Greta became so sad about climate change that she temporarily stopped speaking! Greta has Asperger syndrome, a condition that affects how people socialise. But Greta views her condition as a positive, calling it her “superpower”! She says it helps her see the world in black and white, and that there are “no grey areas when it comes to climate change.” In August 2018, Greta decided to take action. Instead of going to school, she made a large sign that read ‘SCHOOL STRIKE FOR CLIMATE’, and calmly sat down outside the Swedish parliament. Her aim? To make politicians take notice and act to stop global warming.  Greta was inspired by teenage activists in Florida, USA, who were protesting to end gun violence. Read more about the School Strike for Climate protests that Greta inspired! Greta’s strike was picked up by the Swedish media, and the word started to spread. Soon enough, tens of thousands of students from around the world joined her #FridaysforFuture strikes – skipping school on Fridays to protest against climate change.

 

cultural capital

We aim to provide pupils with the following opportunities during their time with us in order to offer them experiences and opportunities that help them progress and achieve success.

 

Visits	Culture	People	Rites of Passage
London Night Away Coastal Trip Animal/Farm Park Countryside Art Gallery Museum Places of worship Forest	Elite level sport opportunity Panto Music Festival Lit Festival Science Festival Go to a concert-Young Voices Food, languages, stories, festivals in our community	Peace Groups- Malala, Thunberg, Simmonds, Rashford, Fletcher     Beatrix Potter Holst	Trains Play an instrument

 

impact

Our children have high levels of self-esteem, self-knowledge and self-confidence. 

They show a strong respect for democracy and support for participation in the democratic process. 

They are accepting of responsibility for their own behaviour through the use of our behaviour system. 

They show an immense respect for their own and other cultures 

A strong understanding of how living under the rule of law protects individual citizens and is essential for their wellbeing and safety. 

An acceptance that other people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of prejudicial or discriminatory behaviour 

An understanding of the importance of identifying and combating discrimination.