Our Vision Statement captures our desire to inspire, through our Christian values, unique individuals who believe they can achieve more than they ever thought possible in mind, body and spirit. Through nurture & challenge, we also aim to provide a firm foundation to enable all to thrive; to lead and serve in their lifelong journey as local, national and global citizens. 

Children are taught to recognise the difference between right and wrong and readily apply this understanding in their own lives. The parallels with legal boundaries and respecting the civil and criminal law of England are made explicit to the older children informally and in the context of making appropriate choices:

• The school behaviour policy is simple, clear and understood by whole school community. It both celebrates right choices and demonstrates there are consequences when these choices are not made. (see Behaviour Policy)
• Behaviour matters are discussed with the children involved in the spirit of restorative justice so that we can learn by our mistakes and make amends.
• Play Leaders support children at playtimes to make the right choices.
• Class contracts are negotiated with the children at the start of the school year and everyone signs to show their commitment to them. These are displayed in every class together with our school values.
• School expectations are based on our school values which are very prominently displayed throughout the school (see section on vision and Values)
• School values are further explored through collective worship.
• British values are integrated across the curriculum and displayed prominently throughout the school (See section on British values).

Children are given opportunities to use their initiative and make a positive contribution, accepting responsibility for their decisions over behaviour and actions which have consequences for themselves and others:

• CREW Character education provides a firm foundation for setting high expectations about behaviour and conduct. CREW certificates and badges celebrate consistent achievement (see CREW section).
• Community Groups make decisions for their area of interest and these are often shared with the whole school eg School Council are part of the interview process for new candidates.
•  We have established a variety of links/interests with local, national and global communities (see Community section).

Children are given opportunities to show an interest in investigating and offering reasoned views about moral and ethical issues and an ability to understand and appreciate the viewpoints of others on these issues.

• Big questions around justice, deprivation, exploitation, ethics and equality are planned into our curriculum and debated by children eg Sustainable City project in Y6; How does Banksy provoke people into social action through his artwork? Y5; Howard Carter – grave robber or archaeologist? Y3.
• Children discuss ethical and moral issues in RE and PSHE and Y6 at the Life Skills Centre.
• National days such as Anti-Bullying and Internet Safety days provide an informed forum for debate as do visits and visitors (see curriculum section).
• Children are taught debating skills and associated language and rubrics eg Disagree Agreeably.
• Class readers are carefully chosen to provoke debate around moral/ethical issues eg Y1: 10 Things I can do to Save My World; Y4: The Great kapok Tree; Y6: Everybody deserves to have something good in their life. At least Once.