4.+PERSONAL+DEVELOPMENT+AND+WELL-BEING

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4a To what extent do learners adopt healthy lifestyles?
- whether learners take adequate physical exercise, and eat and drink healthily - learners' growing understanding of how to live a healthy lifestyle

• Appointment of Sports Co-ordinator for 25 hours per week ensures all pupils from F2 – Y6 have one hour high quality outside PE each week, when added to swimming, indoor PE and after school clubs, many pupils have 2 hours a week PE bringing us in line with government expectations. • School ran a number of healthy lifestyle after school clubs, these include seven weekly sports clubs, cookery, snack art, allotment and gardening clubs.Well attended with many having waiting lists. • Foundation Stage and Keystage 1 pupils in national Fruit Scheme. • Keystage 2 have healthy Tuck shop, with no unhealthy items bought from home ensuring only healthy tuck is available.Children consulted on products sold, this to be repeated September 2007. • School catering service use the Notts Healthy Lunch scheme used by 25% of pupils with healthy options becoming more popular with children. • Parents issued with advice on healthy packed lunches, this is improving but still some pupils with inappropriate food.Talks given by school nurse and headteacher at parent induction meeting. • Midday supervisor reward scheme for healthy options. • Water bottles and water provide for pupils throughout the day. Uptake on water is encouraging and used as part of Brain Gym stimulus. • CASE, DARE and Life Education provides pupils with programmes of healthy life styles and how to make correct choices when faced with unhealthy options.Gradual build up of confidence for future life decisions. • Use of outside agencies, Fire and police to make pupils aware of safety around the local community.Supports the ECM agenda of safety.

4b To what extent do learners feel safe and adopt safe practices?
- whether learners feel safe from bullying and racist incidents - the extent to which learners have confidence to talk to staff and others when they feel at risk

• Children are constantly encouraged to talk to adults at an early stage over any safety concerns eg bullying, racism, friendship problems.Circle times, break times and assemblies include programmes of activities which show pupils how to deal with such issues. • School reacts swiftly to parental concerns on above areas. • Headteacher high profile around school helps to catch problems early eg outside before morning school, lunchtime and end of the day. • Pupils behave very well when off site from school. • Behaviour in classrooms is excellent, even though a significant enter Foundation Stage with inappropriate behaviour.Consistent application of the schools positive behaviour policy ensures all children have consistent guidance. • Nil exclusions for several years, also admit several from other schools on permanent exclusions who quickly fit into the school's ethos.Outside agencies use our school as a positive example to others. • A small minority of pupils are supported to improve tolerance and empathy towards peers out of the classroom. • Staff available throughout the day to deal with concerns of children, this includes admin staff, caretaker and teaching assistants.

4c How much do learners enjoy their education?
- take account of learners' attitudes, behaviour and attendance - learners' spiritual, moral, social, emotional and cultural development

• Children enjoy school and the wide range of activities provided. Excellent take up of after school provision. • Behaviour policies and classroom guidelines ensure all pupils agree to the boundaries and behaviour very well in class. Respond well to reward systems but generally behave well because that is the expectation. • Ethos of celebrating success in assemblies, Star of Week Keystage 1, sports success Keystage 2, out of school achievements also recognized, art competition winners etc. These boast pupil self esteem. • Children given responsibility for looking after their own playground equipment, Y6 pupils run tuck shop and given responsiblity for selection of products. • Y5 and Y6 pupils support Sports Co-ordinator in supporting groups of Foundation/Y1 pupils for outdoor PE giving responsibilty and confidence. Pupils also support new F2 pupils at lunchtimes. • New pupils are well accepted into school by peers even those who have joined us because of difficulties at other schools leading to swift positive inclusion.This has led to parents feeling safe and positive about their children. • No exclusions for several years. • Outside providers regularly comment on how positive the pupils respond to their tasks and how confident and relaxed they are to join in.eg EWO, nurse and vicar. • Pupils do not have a fear of “getting things wrong” and therefore will “have a go”. They are confident they will not be ridiculed by their peers. • Attendance is becoming a problem as more families become dysfunctional through parental separations leading to absence and lateness.Education Welfare Service now working very closely within the school. • Split families also have led to an increase in request for family holidays. • School does join in LA’s attendance drive initiatives.

4d How well do learners make a positive contribution to the community?
- learners' growing understanding of their rights and responsibilities, and of those of others - how well learners express their views and take part in communal activities

• Adult/pupil relationships in school are very positive leading to pupils feeling valued. • Older pupils have a very positive attitude towards caring for younger pupils.eg sports lessons and lunchtimes. • Class rules are agreed by all members of the class and applied consistently. • School joins in numerous activities in the community. eg Town centre tidy up campaign, art competitions, carol writing competitions, choir activity at local church, inter school events, local democracy week.School now has a high profile and respect in the community. • Children do have to battle against low expectations, aspirations and family instability. Most show a mature attitude towards this and are supported by all staff. • Extended Services initiative brings our children into positive contacts with other community providers.eg church, local gardeners, artist and marshall arts club.

4e How well do learners prepare for their future economic well-being?
- how well learners develop skills and personal qualities that will enable them to achieve future economic well-being

• High quality provision in ICT helps to provide pupils with opportunities which will be useful in the future and helps to fill in the gap of digital divide between home and school. • Allotment initiative has an enterprise team. Recent sale of plants for Mother’s Day made a profit in excess of £300.00. • Tuck shop provides Y6 pupils with marketing and consumer affairs. • Drive in quick mental recall of numbers should help pupil’s in future financial transactions. • Financial purchases costings often shared with older pupils in assemblies. • Thinking Skills training May 2006 has led to increased opportunities for pupils to use Thinking Skills as an aid to improve achievement in the core subjects. • Excellent role play areas encourage pupils to be placed inreal life situations and use thought powers to solve problems. • Outside providers eg DARE, CASE, Life Education use role play which encourages pupils to make confident decisions about future problems. • The school's ethos of allowing children to 'have a go' without fear of being wrong greatly improves self confidence. • Regular high quality school performances and drama sessions give pupils opportunities to explore their creativity and talents.

4f Where relevant: how good are the personal social and emotional development and well being of learners in the Foundation Stage?
The Personal, Social and Emotional Development of children in the Foundation stage is very good. Many children enter F1 with poor behaviour patterns and parents frequently request help from staff with regard to parenting skills. If we are unable to offer sufficient help or advice we are able to recommend the use of Sure Start workers who we have close links with.

Before starting Foundation 1 new children spend a session in the setting while parents and the Foundation co-ordinator discuss the relevance of 'starting school' and any issues are dealt with sympathetically eg children being left for the first time without parental support.

Structured routines are picked up very quickly by the majority of the children and they soon become confident, secure and eager to help each other. Both parents and the children themselves say they enjoy coming to well organised, secure and stimulating classrooms where PSE development permeates all activities.

Children admitted into F2 from other under 5's provision often need extra help with routines. This is particularly true with behaviour. Strong guidelines and support from colleagues help most to settle very quickly. From first entry children are encouraged to choose activities and become independent learners, caring for equipment, each other and taking responsibility for their own actions. All contributions from children are valued which helps build up self esteem.

In a predominantly white area we use outside providers such as storytellers to help us in promoting an awareness of differing needs, view, cultures and beliefs. We know our children respond to this because parents tell us that they talk about it at home often many weeks later. Evidence from baseline Assessments show that the majority of our children reach the ELGs in this area.

4g On the basis of your evaluation, what are your key priorities for development?
• To further develop allotment initiatives for healthy life style and enterprise. • To work on attendance strategies. • To continue to improve the constraints of managing a very congested site. • To extend pupils in decision making through school council and Thinking Schools project. • To provide extended services on our school site. • To offer strategies to improve pupil attendances by working with EWO.