Children have key roles and responsibilities in school and there are a number of highly important systems that underpin our ethos.
The House System
On entry to school, the children join one of three houses, Kestrel, Hawk, or Falcon. Each house has its own captain and vice-captain, annually selected via an interview procedure by the staff. Each week, the children earn house point tokens for good behaviour, manners, effort, and attainment. The children are proud to be a member of Kestrel, Hawk, or Falcon and there is a friendly rivalry between the houses. Occasionally, the children work in house groups rather than year groups, providing useful opportunities to work not only with their peers but with those older or younger than them. Children in Year 6 are appointed to House and Vice House Captainship following a short interview with staff.
There are 6 Sports Captains, 2 for each house. Any child in Year 6 interested in being a Sports Captain is required to submit a letter of application which is reviewed by the Year 6 teacher and Head Teacher. The captains are then chosen on merit and are in post for a year. They are responsible for ensuring that all our children have an equal opportunity to access sport at lunchtimes and they assist the PE coordinator with tasks relating to sport.
Prefects and Buddies
Year 6 children are proud to be prefects for a variety of duties around school. They have the opportunity to experience prefecting in all areas during the course of the year. Year Five are buddies to the children in the Reception class. At the beginning of the new school year, a Year 5 child is paired with a Reception child – not only does this help the older children to be responsible, it also ensures that the younger ones settle quickly into school. Children in Year 1 retain their buddies, now Year 6 as reading partners.
Each class has its own system for carrying out simple everyday tasks such as returning the register to the office; collecting and distributing books etc, enabling all children to be helpful members of the school community.
Making choices is a fundamental part of “individual liberty” and children are required to make choices throughout the school day, from what to eat at lunchtime to what club to attend. We have a creative curriculum that encourages children to use their first-hand experiences and simple information sources to answer questions; to know where to find information using strategies such as scanning, skimming, and using an index to locate information and to record this information in a given or devised format. It helps children to develop reasoning skills; to predict and anticipate events; to use the language of sequence, similarity and difference, cause and effect, and to recognise and challenge assumptions. It encourages children to express their own views, opinions, and preferences; to justify them; to develop their own criteria, and use them to make judgements and to evaluate the quality of an outcome.
Our overall aim is to develop the children’s personal, social, and citizenship skills; to empower them so they have control over what they choose to do; to increase their knowledge; to promote their self-esteem and self-confidence; to help them value themselves as worthy citizens contributing positively to their community; to raise awareness of their own feelings, attitudes, and abilities and to prevent harm to themselves and others.