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Ethos and Values

Our school has an atmosphere of purpose and is alive with learning. It is a place where the confidence and self-esteem of our children have high status, where children are excited by learning and develop understanding of themselves as learners. We are a caring community, intending your child to be happy and successful in our school.

Read our Mission Statement and Curriculum Statement here

 

Promoting British Values at Folkestone Primary Academy (2014-2015)

The DfE have recently reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”

The Government set out its definition of British values in the 2011 Prevent Strategy, and these values have been reiterated this year (2014). At Folkestone Primary Academy these values are reinforced regularly and in the following ways:

 

Folkestone Primary Academy Learning and Curriculum Statement

 
Children come to our school to experience being a successful learner. 
Each and every one has an entitlement to:
 
Love to learn
Read
Write
Develop numeracy skills
Build problem-solving skills
Gain ICT skills
Be strong in themselves
Bring strength to others
Achieve age-appropriate standards 
Be inspired and challenged to secure high standards
 
The core philosophy which underpins our curriculum provision is that in order to empower children as learners they must be taught about how they learn; they must understand and apply skills and strategies which bring about optimum learning. We recognise it as our duty to keep abreast of current educational research, as well as national and local initiatives, in order to keep our practice relevant and at its best. Our school focus for continuing improvement will be documented in our School Plan.
 
Every child in the school will read to an adult every day and will develop their written skills and mathematical competencies through daily learning opportunities. 
 
In this way children will develop a firm foundation of fundamental Literacy and Numeracy skills upon which to build higher-order skills. Our Literacy and Mathematics Programmes of Study reflect our high expectations and aspirations for our children and will be used by members of our teaching team to secure children’s progression in learning.
 
In addition to the core elements above we recognise the importance of offering a broad and balanced curriculum with opportunities for children to develop creative and sporting skills. We will continue to develop our implementation of the new Curriculum and ensure that there is a clear hierarchy of skills development. Class teaching teams will carefully plan Topic units to ensure that there are quality opportunities for children to develop knowledge and understanding across the wider Curriculum as well as to use and apply their core subject skills. Where there is a natural link, Topic units will link to the Power of Reading, e.g. The Boy in the Striped Pyjamas – World War II History.
 

Assemblies and Religious Education

Children and staff meet together every day at assembly where children are encouraged to think about their own feelings and to take an interest in the school and its community. An emphasis is laid on the Christian attributes of caring, sharing and tolerance of others.  Members from the local church regularly visit the school to take assembly and during the year we invite other representatives from varying organisations and charities to talk to the children about their work. We also share in a variety of festivals during the school year. The Religious Education and PSHCE teaching which forms part of our wider curriculum is designed to develop children’s understanding of spiritual and moral issues. In our teaching about other faiths and beliefs, emphasis is laid on similarities rather than on differences.  
 
We like all children to take part in these activities, but if parents wish their children to be withdrawn they should get in touch with the Head of School who will discuss acceptable alternative arrangements.