SCHOOL VALUES
The PHILOSOPHY OF THE SCHOOL
The ethos of all schools is different. I consider the strength and attraction of Bowbrook House School to lie in the atmosphere here, whilst not ‘unique’ it is very special and should be nurtured. The pupils will spend many years at our school and their time here should be happy and rewarding. The parents of the pupils here have made an expensive commitment to the school, perhaps one of the most expensive they will ever make. They trust us and we are accountable to them. Our duty is to do the best for each child, academic or non-academic, hard working or indolent, pleasant or difficult.
Standards and targets should be realistic, though always set as high as possible, both for the pupils and for ourselves. The bright should be stretched, the average child challenged and the less able supported and we must endeavour to instil confidence in all our pupils. Although the school is Christian in its ethos, other religious beliefs are respected. Committed to upholding these principles, the school seeks to maintain traditionally high social, academic, artistic and sporting standards in a happy family atmosphere, whilst maintaining the flexibility and foresight to meet the emerging challenges of the future.
I believe that Bowbrook House School can be a very special alternative to the larger independent options that currently exist. I believe that it can give pupils a tremendous start in life founded on the traditions of the past and aspiring to the challenges of the future. What we have to do is preserve the ethos, improve our results and harness what we can offer, exploring all the possibilities for enriching the school, the pupils and ourselves.
OUR TEACHING PHILOSOPHY
The worst teachers rule by fear and enforce conformity. These are the skills that seem superficially to work. But good teaching is about encouraging originality. It is about inspiring children’s minds and moulding young lives. It is about motivating them to work hard for their own pleasure. It is not respecting odd observations and curious conclusions. It is knowing when to close an eye to broken rule and lift the student off the ground who has been put down by a martinet in the previous lesson. t is about responding to individuals and anticipating their need.
None of the qualities that make a good teacher are worn on the sleeve and they can only be fortuitously observed. Successful teaching is about style, and we all have to find a style that suits our personality. You can’t tick off points on a check card. It is about gentleness, but we all have to be gentle in our own way. It is about taking the stress out of school. Bowbrook House School boasts a ‘unique family atmosphere’ and each of us must find our role within that ‘family’.
Children who are happy and secure learn best. Our job is to provide a happy and secure learning environment in which our children can flourish.
OUR SCHOOL ETHOS
We aim to prepare every child with the necessary skills for life. We strive to provide high quality learning experiences that are both challenging and rewarding. Our aim is that our children achieve success by realising their talents. We recognise that the National Curriculum provides a framework for a consistent whole school approach to learning and we aim to ensure that this consistency is reflected in both our policies and our practice.
We work hard to provide a safe, secure and stimulating environment in order to develop those spiritual, moral, cultural and social values that are so important to our children’s future adult life. High self-esteem, mutual respect, understanding, compassion, tolerance and good manners are just some examples of such values. In a rapidly changing society we feel that many traditional values are timeless and worthy of applying to future generations.
However, education does not stand still and we need to take account of new educational developments in order to provide the best and most up to date resources for our children’s learning.
THE AIMS OF THE SCHOOL
- To educate pupils for an effective and fulfilling life in a rapidly changing society.
- To offer all pupils a broad, balanced and relevant curriculum.
- To promote in children self-confidence, self-discipline and self-respect.
- To develop in pupils lively and enquiring minds so that they may learn to ask questions, engage in reasoned discussion, carry out tasks in an organised manner, become effective in using number and language and acquire a range of physical skills.
- To foster in pupils a greater understanding and knowledge of the world and acquire skills relevant to life outside school.
- To ensure equality of opportunity, irrespective of race, gender, social class or disability.
- To gain respect for moral values.
- To develop in pupils an understanding for the feelings of others in all situations.
- To encourage regular attendance, punctuality and high standards of dress and work and to behave with consideration and respect for others in our school community.
- To encourage each and every pupil to achieve his or her maximum potential in all things.
PROMOTING BRITISH VALUES AT BOWBROOK HOUSE SCHOOL
We agree with the Department for Education’s five-part definition of British values:
Democracy the rule of law individual liberty mutual respect tolerance of those of different faiths and beliefs
At Bowbrook students will encounter these principles throughout everyday school life. In particular, our promotion of spiritual, moral, social and cultural understanding was described by ISI as being, ‘excellent’, and ‘central to the school’s aims’.
The curriculum is mapped in detail across the whole school. Listed below are some examples of how we promote these values in our school community:
Democracy
Pupil voice is significant in regards to life at school. Members of our school council are elected by their class peers and are involved in making the school a better place to learn. Each year pupils in year’s 8-11 are asked to vote for next year’s prefects – the pupil’s voice is used alongside staff opinion when making the selection. Similarly, each House elect their own House and Sports Captains each year and sports reps are elected/selected with form groups from year 3.
Pupil questionnaires and interviews are also conducted throughout the year. We know that the formation of the school council and the active participation of our pupils will sow the seeds for a more sophisticated understanding of democracy in the future.
In PSHCCE, students in KS3 and 4 or explicitly taught about democracy in the UK and alternative systems abroad including; a brief history of parliamentary democracy, the role of the monarchy, UK political parties, the houses of Lords and Commons, electoral systems, the commonwealth and the EU.
The Rule of Law
Our pupils will encounter rules and laws throughout their entire lives. We want our pupils to understand that whether these laws govern the class, the school, the neighbourhood or the country, they are set for good reasons and must be adhered to.
This understanding of the importance of rules will be consistently reinforced through assemblies and our curriculum. The involvement of our pupils in the creation of the school rules helps them to understand the reasons behind the rules and the consequences if they are broken. Through philosophical enquiry in our philosophy for learning lessons, we allow opportunity to debate and discuss the reasons for laws so that children can recognise the importance of these for their own protection.
Throughout the year we welcome visits from members of the wider community including the Army and the ATC. We believe that clear explanations and real-life stories emphasise the importance of the rule of law for our pupils.
PSHCCE at key stage 3 explores and informs students about their rights, responsibilities and the consequences of breaking the law according to the British justice system both for adults and young people.
Individual Liberty
We invest a great deal of time in creating a positive culture in our school, so that children are in a safe environment where choices and freedoms are encouraged. In lessons, learning tasks are often left for the child to decide upon. We encourage children to choose the task that will challenge them, giving them more freedom to determine their own learning. We offer a range of clubs which pupils have the freedom to choose from, based on their interests. Through our E-Safety, we educate children on their rights and personal freedoms as well as supporting them in recognising how to exercise these freedoms safely. We believe that valuing choice and freedom in daily school life will foster a value for individual liberty as the children embark upon their adult lives.
In PSHCCE, students are informed about lifestyle choices about sex and relationships and drugs, for example, so that they are equipped to choose to exercise their rights in a responsible and educated manner. Specific rights of students are explored as well as the identification and recognition of ones’ strengths with a view to using guidance to choose academic and career pathways.
Mutual Respect
Mutual respect is at the core of our school life. Students learn to treat each other and staff with great respect. This is evident when walking around the school and in the classrooms. During the last inspection it was noted that ‘pupils have an understanding of the feelings of others and a clear sense of right and wrong’. Self- respect and respect for others is central to the school’s aims.
In PSHCCE, students are encouraged to explore their feelings about ‘difference’ in its many forms as well as recognising and understanding other people’s feelings which is an important tool by which to build mutual respect.
Tolerance of Those of Different Faiths and Beliefs
We offer a culturally rich and diverse curriculum in which all major religions are studied and respected. We strongly believe that tolerance is gained through knowledge and understanding. Through our curriculum and the routines of our daily school life, we strive to demonstrate tolerance and help children to become knowledgeable and understanding citizens who can build a better Britain for the future. Pupil’s awareness of cultural diversity is high and successfully raised through the curriculum alive days focused around Sikhism, music and literature from around the world, and through our international charity work where we sponsor two children from Malawi.
The PSHCCE curriculum at KS3 and 4 is designed to enable pupils to look closely at communities, differences and the potential problems in communities and their cause. In addition, students explore the notion recognising and challenging prejudice and discrimination within society.