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"Valuing life, loving God, loving each other and ourselves" - Mark 12

The School Curriculum

At Dalton St Mary's we provide a broad and balanced curriculum that is relevant to our children's needs and interests.

Our curriculum provides the children at Dalton St Mary’s with a broad, balanced and relevant experience. A cross-curricular planning approach has been developed to ensure the curriculum remains dynamic whilst providing coverage of all subjects.

The curriculum is carefully planned and monitored to include the formal programme of learning including Early Years and National Curriculum but also the informal programme; lunchtime and after-school clubs, extra-curricular activities and the important features which define the school ethos and values.

Parents are provided with a Curriculum Newsletter at the beginning of each term to inform them of learning planned for the term. As always, parents are welcome to discuss any aspect of the curriculum here at Dalton St Mary’s with the Head Teacher or with individual class teachers.

SEND in Our Curriculum

At Dalton St Mary’s our SEND budget is distributed according to the needs of the children. Support staff and resources are allocated appropriately and this varies each year. If specialist equipment or resources are needed these will be purchased using money from the SEND budget.

The SENCO liaises with the Headteacher regarding staffing in relation to SEND and this is monitored regularly to ensure that effective support is provided across the school for those children who need it most.
Here at DSM there are many support staff who may provide additional support to children who need it. Our staff are highly skilled, they receive regular training and are expertly led by our SENCO (Mrs Pearson). 

If it is necessary and agreed with parents school may seek the the advice of an external SEN specialist who will provide advice and support for learning and teaching.
At DSM, most children’s individual needs are met through differentiated teaching activities within the classroom.

Some children need additional support to help them access the curriculum and this may be done with the support of a Teaching Assistant who works alongside a child in the classroom or utilising appropriate resources to support learning. All learning activities which are planned by the class teachers are suitably challenging for all children and take into account their varying abilities and needs.

Children may also work in different groups which are supported by the class teacher or Teaching Assistant, have specific 1:1 sessions, work with a partner in class or in mixed ability groups.  

Visual timetables and prompts are used in some classrooms and interactive displays are put up to support individual children’s visual and auditory needs.

Equality in Our Curriculum

The Early Years Curriculum provides for children of Nursery and Reception age in what is called the Foundation Stage. We hope to encourage the development of happy, confident, independent and caring children.

The Early Years Curriculum is very carefully planned using the Early Learning Goals, consisting of language-based, mathematical, personal and social, creative and physically-based activities. The children also develop knowledge and understanding of their world. The curriculum is taught through topics and is delivered through high quality indoor and outdoor provision.

Children enter Reception at the beginning of the academic year in which they celebrate their fifth birthday (an Admissions policy can be found on our website). Most children have already attended our Nursery, situated in the school grounds, prior to starting school.

We are fully committed to preparing children for their schooling by offering several opportunities for children and parents to visit prior to admission.

English Intent

English is the foundation of our curriculum. Our main aim is to ensure every single child becomes primary literate and progresses in the areas of reading, writing, speaking and listening. It is essential to highlight and be aware of the differing groups of learners and vulnerable children in each class. Once this information is acquired, teachers adapt, plan and teach personalised English lessons which focus on the particular needs of each child with the support of the Success For All Scheme. English is embedded within all our lessons and we will strive for a high level of English for all.

Through using high-quality texts (from the Success For All Scheme), immersing children in vocabulary rich learning environments and ensuring new curriculum expectations and the progression of skills are met, children will be exposed to a language heavy, creative and a continuous English curriculum where reading and writing are intrinsically linked. This will not only enable them to become primary literate but will also develop a love of reading, creative writing and purposeful speaking and listening.

Phonics Intent

To introduce phonics and its application to early reading in a carefully sequenced and progressive way: moving from developing phonological awareness through rhyme, to introducing Grapheme–Phoneme Correspondences (GPCs) in order, through a six-phased progression. Children will learn the skills of blending and segmenting as new GPCs are introduced and reinforcing them throughout the programme. To ensure that the lowest attaining 20 per cent of children also make personal progress and some reach age-related expectations. To develop a separate, but linked, approach to the teaching of reading comprehension during the shared reading lessons.

Nature of Mathematics:

Mathematics is extremely powerful and its language very precise. It has many uses in every day life and is the essential tool of the scientist, the engineer, the technician and many others, but it also has strong links with art and design, with music, history and geography.

This policy outlines the teaching, organisation and management of mathematics taught and learnt at Dalton St. Mary’s CE Primary School. The policy is based on the 2014 expectations and aims of the National Curriculum for mathematics and the Early Years ‘Development Matters’ EYFS document. This ensures continuity and progression in the learning and teaching of mathematics. The policy has been drawn up by the mathematics leader, shared and discussed with all staff and has the full agreement of the Governing Body.


The National Curriculum for mathematics aims to ensure that all pupils:

become fluent in the fundamentals of mathematics, including through varied and frequent practise with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately;

reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language;

can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.

They should also apply their mathematical knowledge to science and other subjects. The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.

At Dalton St Mary’s we strive to provide a high-quality science education that develops children’s understanding of the world and builds a natural curiosity in the sciences. In an ever-changing world, where our children’s future jobs may not even exist yet, it is vital our children understand how science has already changed their lives and how it may shape their future. We seek to provide the children with the opportunity, wherever possible, to learn through varied systematic investigations. The curriculum is designed to ensure that children are able to acquire key scientific knowledge through practical experiences; using equipment, conducting experiments and explaining concepts confidently. Cross curricular opportunities are also identified, mapped and planned to ensure contextual relevance. Children are encouraged to ask questions and be curious about their surroundings and a love of science is nurtured through a whole school ethos and a varied science curriculum. We aim for the children to: try to explain what is happening, use appropriate scientific vocabulary and explain the ‘why?’. At DSM, we are passionate that a broad and balanced science education is the entitlement of all children.

At Dalton St Mary’s art and design is an important part of our education and provides the opportunity to not only develop creativity and knowledge but also confidence and self identity to all our children. Creative experiences further enrich our curriculum as well as making it accessible to all. 

“Art is not just a subject to learn, but an activity that you can practise with your hands, your eyes, your whole personality.” Quentin Blake, Children’s Laureate

Our intent is to ensure our children have the opportunity to produce creative and imaginative work by exploring their ideas and experiences whilst recording them through drawing, painting, sculpture and other techniques. As part of their journey children learn to evaluate and analyse their own creative work and those of others, allowing them to make changes and keep improving. Children explore the work of artists, craft makers and designers and gain an understanding of the historical and cultural development of their art forms. Wherever appropriate art is linked to other areas of the curriculum and gives our children the opportunities to develop specific art skills, and reinforces skills already established. 

At Dalton St Mary’s CE Primary School we use the National Curriculum as the basis for our curriculum planning in art and design. 

We plan the activities in art and design so that they build upon the prior learning of the children. While we give children of all abilities the opportunity to develop their skills, knowledge and understanding, we also build planned progression into the scheme of work so that there is an increased challenge for the children as they move up through the school.

Throughout the EYFS progression is planned for through the Success for All (SfA) curriculum which has weekly themes in nursery and fortnightly themes in Reception class. Development Matters is used to assess the children throughout the EYFS and the Early Learning Goals at the end of Reception. 

In EYFS our children are given the opportunities to explore and use a variety of media and materials through child initiated and adult led activities. 

In child initiated activities staff introduce and demonstrate skills and techniques which children can then explore and develop independently. In adult led activities children are supported in developing their ideas whilst being taught specific skills to create a piece of artwork.

Throughout our EYFS we encourage our children to evaluate their work through careful questioning and discussion.

We provide a rich environment in which we encourage and value creativity. Where children can experience a wide range of activities that they respond to, using the various senses.

Art and design is taught as part of a termly topic, focusing on knowledge and skills stated in the National Curriculum. The focused topic ensures continued interest in the subject as well as acquiring new knowledge and skills. The termly topics are outlined in our long term plan and detailed in year group jigsaws. 

Sketchbooks are used throughout school from Years 3-6. Children use them to explore and investigate ideas and techniques, to develop observational skills and represent their imaginings. Older children learn to annotate their sketches and record their responses.

Children will learn about a range of artists, designers and craftspeople, art movements, styles and cultures through time. 

Our children’s art is celebrated through school at various points in the year. Art is always very present during themed days such as Pray Day and our annual Art day..

There is an opportunity for achievements in art to be celebrated in our weekly ‘Pupil of the Week’ award and we share our learning with our parents and community via our social media platforms such as Twitter and Facebook. 

Our school often takes part in community art projects such as the Remembrance Day banner display at the Round House on Walney, The Dalton Community advent calendar, the Dalton St Mary’s Christmas Tree festival. 

Pupils will develop their observational, creative, imaginative and practical skills through a balanced programme of activities, working individually, in groups and as a whole class. This will be implemented through a combination of mainly topic related units.

Across the units the children will cover a range of different:

  • Starting points;
  • Visual and tactile elements;
  • Materials and processes
  • Artists, craftspeople and designers.


Art is used to support children in small group SERIS work to explore their feelings, emotions and behaviours. Staff have worked alongside professionals from Action for Children.

At our school we teach art and design to all children, whatever their ability. It forms part of the school curriculum policy to provide a broad and balanced education to all children.

Through our art and design teaching we provide learning opportunities that enable all children to make progress. We do this by setting suitable learning challenges and responding to each child’s different needs. 

As well as making its own distinctive contribution to the school curriculum, art and design contributes to the wider aims of primary education including;

  • English

Are and design encourages children to develop their speaking and listening skills through discussion and questioning of their work and that of others.

  • Mathematics

Art and design provides opportunities to develop understanding of shape, space and pattern through work in two and three dimensions.

  • Design and Technology

Opportunities for links between art and design and design and technology include working with tools and equipment and shaping, joining and assembling materials and components.

  • Computing

Computing is used to enhance children’s learning in art and design in many ways including providing additional equipment and tools to produce and manipulate images, extending possibilities for recording and exploring ideas and providing information sources to enhance children’s knowledge of artists, designers and craftspeople.


Art and design contributes to the teaching of some elements of personal, social and health education and citizenship. The children discuss how they feel about their own work, and the methods and approaches used by others. They have the opportunity to meet and talk with artists and other talented adults during their work.

Our children have the opportunity to join extra curricular clubs in both KS1 and KS2 which are all weekly.

KS1 has a colouring club and art and craft club. KS2 has an illustrator club. These clubs allow our children to join in activities using a variety of methods, techniques and media to create art.

The nature of art and design means that children will record their ideas in many different forms including pictures, models, photographs, painting, sculpture etc. Children will also have the opportunity to use a sketchbook to record the process involved as well as the final product. School and classroom displays will celebrate and showcase the children’s work. This will provide evidence 

All children will be assessed, to ensure continuity, progression and achievement. This will take place in a variety of ways including observation, dialogue and the collection of annotated work both physically and digitally, stored on Showbie. 

Children’s achievement in art will be matched against assessment strands in Scholar Pack which will be completed at the end of each term. Teachers make an annual assessment of progress for each child, as part of the child’s annual report to parents. We pass this information on to the next teacher at the end of the year.

The impact of our Art will also be evident:

  • Through the enjoyment of art by both children and staff.
  • Displays in the classrooms, school, community and social media communities  reflect the children’s sense of pride and achievement in their artwork
  • The majority of our children will be working at or above the age related expectations. 
  • The intellectual, emotional, physical and social development that our children will gain through their art and design curriculum has a positive impact on their mental health and wellbeing as well as their progress  in other curriculum subjects.
  • They are always keen to learn new skills and work hard to develop those shown to them.
  • Children will use technical vocabulary accurately and will know, apply and understand the matters, skills and processes specified. 
  • Children will become more confident in analysing their work and giving their opinion on their own and other works of art.

We see technology as a tool for life-long learning, not simply a range of lessons to be delivered or a series of learning objectives.  We are proud to be an Apple Distinguished School.

At DSM, technology is used not only to deliver the Computing curriculum but to enhance and transform the delivery of every National Curriculum subject. In Computing, children learn about Information Technology, Digital Literacy and Computer Science through a range of approaches and using cross-curricular links. Discrete whole school digital skill activities enable children to choose how they demonstrate their learning regardless of the subject.

Activities are planned and taught specific year groups taking account of a logical progression within the areas of the Computing Curriculum.

Our school supports the safe and positive use of social media.  For further guidance and support for parents and carers, please follow the link below.

As stated in the National Curriculum, “Design and technology is an inspiring, rigorous and practical subject”.

At Dalton St Marys, our aim is to encourage the children to use their creativity and imagination to design and make products from a range of different materials. The curriculum offers a range of opportunities for the children to solve relevant problems relating to their design in which they have the capacity and capability to do so. We, whole-heartedly, encourage the children at DSM to explore Design Technology by offering them exciting opportunities within their learning. Through this exposure, all children are provided with a hands-on approach to D.T from the beginning of their journey through school.

At Dalton St Mary’s, our geography curriculum has been designed to cover the knowledge, skills and understanding as set out in the National Curriculum. We intend to develop children’s curiosity and a fascination of the world and its people that will remain with them for the rest of their lives. The curriculum offers a range of opportunities for investigating places around the world as well as physical and human processes. We intend to improve children’s geographical vocabulary, map skills and knowledge of geographical facts and provide opportunities for consolidation, challenge and variety to ensure interest and progress in the subject.  Locational Knowledge; Place knowledge; Human and Physical Geography; Geographical Skills and Fieldwork are all mapped out to ensure that pupils build on secure prior knowledge. This enables children to know more and remember more.

At DSM we intend to inspire pupils to develop a love of geography and see how it has shaped the world they live in.  Our curriculum also makes use of the immediate and wider local area, enabling children to develop a deeper understanding of their locality. 

We also intend to ensure that appropriate resources are in place to deliver a rich and challenging curriculum and where appropriate, cross curricular learning allows geography to be accessible to all.

At Dalton St Mary’s we use the National Curriculum as the basis for our planning. We want to ensure that teaching within the subject is strong and builds on prior learning.

In KS1 children begin to use maps and recognise physical and human features to do with the local area, building up to exploring the continents and oceans in Year 2.  In KS2 map skills are developed further and they begin to use more fieldwork skills.  All children expand on their skills in local knowledge, place knowledge, human and physical geography, geographical skills and fieldwork. Across both key stages, children have a range of opportunities to experience geography through practical engaging tasks beyond the classroom.  The key skills are assessed accordingly and show progression throughout the school.

The EYFS curriculum is planned for through the Success for All (SfA) scheme which has weekly themes in Nursery and fortnightly themes in Reception class. Development matters is used to assess the children through EYFS and the Early Learning Goals at the end of Reception. The ‘Development Matters in the EYFS’ guidance aims for all children in Foundation Stage to have an ‘Understanding of the World; people and communities, the world and technology’ by the end of the academic year.

Children will be assessed in a variety of ways.  This will include their work stored on Showbie and they will also be assessed on Scholar Pack on knowledge of the subject that is being studied.  This will inform teachers when making an annual assessment of each child which becomes part of their annual report at the end of the school year.

We believe that the children at DSM will use geographical vocabulary accurately and understand the different strands of geography, with a deep understanding of the Earth’s key physical and human processes. Children will begin to make relevant links from geography to other curriculum subjects and their work is generally presented using different technology on their iPad.  They will improve their enquiry skills and inquisitiveness about the world around them, and their impact on the world.  All children will realise that they have choices to make in the world, developing a positive commitment to the environment and the future of the planet. 

The History curriculum at Dalton St Mary’s aims to inspire pupils to be curious and creative thinkers who develop a complex knowledge of local and national history and the history of the wider world. Our History curriculum has been designed to cover all of the skills, knowledge and understanding as set out in the National Curriculum. At DSM we aim to develop historical skills and concepts which are transferable to whatever period of history is being studied and will equip children for future learning. We want pupils to develop the confidence to think critically, ask questions, and be able to explain and analyse historical evidence. We aim to build an awareness of significant events and individuals in global, British and local history and recognise how things have changed over time. History will support children to appreciate the complexity of people’s lives, the diversity of societies and the relationships between different groups, as well as their own identity and the challenges of their time. Studying History allows children to appreciate the many reasons why people may behave in the way they do, supporting children to develop empathy for others while providing an opportunity to learn from mankind’s past mistakes. We aim to support pupils in building their understanding of chronology in each year group, making connections over periods of time and developing a chronologically-secure knowledge of History. We hope to develop pupils’ understanding of how historians study the past and construct accounts and the skills to carry out their own historical enquiries. In order to prepare pupils for their future learning in History, we aim to introduce them to key substantive concepts including power, invasion, settlement and migration, empire, civilisation, religion, trade, achievements of humankind, society and culture. At Dalton St Mary’s we intend to inspire pupils to develop a love of history and see how it has shaped the world they live in. Our curriculum also makes use of the immediate and wider local area, enabling children to develop a deeper understanding of the history of their locality. We also intend to ensure that appropriate resources are in place to deliver a rich and challenging curriculum and where appropriate, cross curricular learning allows history to be accessible to all.

“Learning a foreign language is a liberation from insularity and provides an opening to other cultures” – taken from the National Curriculum

At Dalton St Mary’s the scheme of work aims to instill a love of language learning and an awareness of other cultures.  We want pupils to develop the confidence to communicate in French for practical purposes, using both written and spoken French.  Through our scheme of work, we aim to give pupils a foundation for language learning that encourages and enables them to apply their skills to learning further languages, developing a strong understanding of the English language, facilitating future study and opening opportunities to study and work in other countries in the future.  Dalton St Mary’s scheme of work supports pupils to meet the national curriculum end of Key Stage 2 attainment targets (there are no Key stage 1 attainment targets for Languages).

Dalton St Mary’s French scheme of work is designed with six strands that run throughout.  These are: 

Speaking and pronunciation


Reading and writing


Intercultural understanding

Language detective skills

Our National curriculum mapping shows which of our units cover each of the National curriculum attainment targets as well as each of the strands.  Our Progression of skills and knowledge shows the skills and knowledge that are taught within each year group and how these skills develop to ensure that attainment targets are securely met by the end of Key Stage 2.  Through Dalton St Mary’s French scheme, pupils are given opportunities to communicate for practical purposes around familiar subjects and routines.  The scheme provides balanced opportunities for communication in both spoken and written French, although in Year 3 the focus is on developing oral skills, before incorporating written French in Year 4 and beyond. Dalton St Mary’s scheme is a spiral curriculum, with key skills and vocabulary revisited repeatedly with increasing complexity, allowing pupils to revise and build on their previous learning.  Cross-curricular links are included throughout our French units, allowing children to make connections and apply their language skills to other areas of their learning.

The impact of Dalton St Mary’s scheme can be monitored continuously through both formative and summative assessment.  After the implementation of French at Dalton St Mary’s, pupils should leave school equipped with a range of language-learning skills to enable them to study French, or any other language, with confidence at Key Stage 3.

The expected impact of following Dalton St Mary’s scheme of work is that children will:

Be able to engage in purposeful dialogue in practical situations (e.g. ordering in a cafe, following directions) and express an opinion.

Make increasingly accurate attempts to read unfamiliar words, phrases, and short texts.

Speak and read aloud with confidence and accuracy in pronunciation.

Demonstrate understanding of spoken language by listening and responding appropriately.

Use a bilingual dictionary to support their language learning.

Be able to identify word classes in a sentence and apply grammatical rules they have learnt.

Have developed and awareness of cognates and near-cognates and be able to use them to tackle unfamiliar words in French, English and other languages.

Be able to construct short texts on familiar topics.

Meet the end of Key Stage 2 expectations outlined in the national curriculum for Languages.

During their time at Dalton St Mary’s school children will access a structured and varied programme of music. Our children will be able to enjoy music in many ways either as a listener, creator or performer. They will learn to develop skills individually and come together to work and perform collectively. From their first term in the EYFS through to their final year in Year 6 children will have opportunities to develop their own musical journey, allowing them to discover areas of strength, as well as areas they might like to improve on.

The aims of our music curriculum are to

● perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians.

● learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence.

● understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations

From an early age we encourage children to engage with their natural curiosity of music. Children will be taught to sing a wide variety of songs and to use their voices expressively. They will have the opportunity to play tuned and un-tuned instruments with increasing control and should rehearse and perform with others, with an awareness of the audience.

Children will be given the opportunity to explore and explain their own ideas and feelings about music, using music, dance, expressive language and musical vocabulary. They will analyse and compare sounds and will become confident at suggesting improvements for their own work and that of others.

Children should be able to listen with concentration and to internalise and recall sounds with increasing aural memory. They will develop a growing awareness of the eight musical elements: pitch, duration, pace, dynamics, texture, timbre, form, silence. They will learn that time and place can influence the way music is created, performed and heard, that music is produced in different ways and is described through invented and standard notations.

Children will create musical patterns and will be shown how to explore, select and organise musical ideas, recording these in a variety of ways.

The integral nature of music and the learner creates an enormously rich palette from which our children can access fundamental abilities such as achievement, self confidence, interaction and awareness of others and self reflection. It allows children to develop an understanding of culture and history, both in relation to themselves individually, as well as ethnicities from across the world.

Music has a key role in our worship as a Church of England school. We use a variety of music to help us gather our thoughts, make reflections and voice our worship on a daily basis.

Regular performances at school and in the community ensure our children become confident performers, and showcase the impact of our school’s music provision. Our school’s music quality provision has also been recognised by the Cumbria Music Service which nominated us for the Music Mark Award 2022-2023. We strive to continue to develop a strong musical culture in our school where children foster a love and passion for music that we carefully nurture and help to grow.

Our Christian vision

We ensure everyone in our school family experiences the best we have to offer. We celebrate achievements, inspiring each other knowing there is never failure – only an opportunity to learn. We respect others’ thoughts and beliefs as in the teaching of Jesus. We are thankful our well-resourced school allows us to develop the skills to serve others and the community, stretching out into the World as educated global citizens.

Mark12 V30:31

We aim to provide an excellent religious education for our pupils, whilst developing within them an appreciation of their own personal belief and the range of beliefs of others in the local community and wider world. Pupils experience this through our school vision, values and attitudes based on Christian commitment, whilst also developing respect and sensitivity towards those with different beliefs.

We aim for an open and reflective approach to a range of religions and worldviews and an appreciation of what it might mean to be a member of a faith community.

We aim to foster respect, tolerance, empathy, awareness and an understanding of self and others in our teaching.

It is our intention to engage pupils in enquiring into and exploring the big questions of life through our RE.

Our long term RE plan enables our children to gain knowledge and skills which are developed and embedded over their time at DSM. We actively promote cross curricular links between subjects, which allows for further opportunities for our children to progress and flourish.

Our strong Christian vision is a driving force in everything we do at DSM and is evident in our RE learning.

A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.

The school enjoys extensive playing fields and a hard court area, where a variety of sports and PE activities take place. We have a school hall in which the children take PE, movement work and drama. Swimming for juniors takes place at Dalton swimming baths. Outdoor and adventurous activities are complemented by the yearly residential visit in Year 6.

Our weekly PE sessions are led by a specialist teacher from Onside sports. A range of activities with other schools is provided through various sports matches and tournaments. Throughout the year we also provide the children with opportunities to receive tuition from external providers providing high quality activities in their specialised areas as well as a wide range of after school clubs.

Our intent in teaching PE is:

● To provide each child with a high quality PE education

● To ensure each child has an understanding of a healthy balanced lifestyle and the importance of physical activities

● To give all children the opportunity to take part in extra curricular activities both in and out of our school setting

● To develop positive attitudes by encouraging children to cope appropriately with success and failure

● To ensure safe practise by encouraging children to respond readily to instructions and signals within established routines

To implement our intent we will:

● Ensure all children take part in a PE session at least once a week with either Onside Sports or their Class Teacher

● Ensure children’s development is monitored and assessed regularly throughout the academic year

At Dalton St Mary’s PSHE is at the core of what we do and runs like a golden thread throughout school life, enabling our children to become independent, confident, healthy and responsible members of society. We strongly believe that emotional, physical and mental wellbeing is fundamental to successful learning across the entire curriculum. As a result, we offer a nurturing environment in which each child is encouraged to develop to their full potential. We want our children to have high aspirations, a belief in themselves and to realise that anything is possible if they put their mind to it.

We aim to teach our children to recognise a wide range of feelings, know how they physically manifest themselves and what behaviours are appropriate for those feelings. We teach our children what a healthy lifestyle looks like and how to keep themselves and others safe and healthy at school, home, online and out in the community. We also teach the children what healthy and safe relationships look like, how to maintain them and how to reach out for support if needed, both now and in the future. The children will also learn that the same expectations apply to online friendships and we will teach them how to stay safe online and make appropriate choices. We want our children to be confident in their sense of self and values while also having the utmost respect for others, understanding and appreciating differences and encouraging others to be tolerant too. Our PSHE curriculum develops learning and results in the acquisition of knowledge and skills which will enable children to access the wider curriculum and prepare them to be a global citizen now and in their future roles within a global community. It promotes the spiritual, moral, cultural, mental and physical development of pupils, preparing them for the opportunities, responsibilities and experiences for later life.

At Dalton St Mary’s C of E Primary School we promote ‘British Values’ through our spiritual, moral, social and cultural education which permeates through the school’s curriculum and supports the development of the whole child.
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 were reiterated in 2014. British Values have been identified as:

  • Democracy
  • Rule of Law
  • Individual Liberty
  • Mutual Respect
  • Tolerance of Different Faiths and Beliefs

At Dalton St Mary’s C of E Primary School these values are reinforced regularly and in the following ways:
All stakeholders have many opportunities for their voices to be heard.
Our Children’s Charter states:
We have the right to express our feelings
But our responsibility is not to hurt anyone else’s feelings in doing so
We have weekly Buddy Group meetings where the whole school work in small vertical age groups to discuss issues which affect their daily life in school. Often these meetings follow the Philosophy for Children (P4C) teaching approach which encourages children to debate and listen to the views of others.
P4C is an approach regularly used in all classes within teaching across the curriculum.
There are many opportunities for children to lead in school.  Playground Leaders, Sport Leaders, Prefects, Head Boy and Head Girl are all appointed annually.  These children are recognised in school by the whole community as a body of pupils who can be relied upon to support their peers and they have a direct voice to adult leaders in school.
We seek parents/carers’ opinions through our termly Parent Voice group meetings, questionnaires, specific surveys, feedback from workshops and information meetings.
We have an active Governing Body who work hard to support the school and who know our school well.
We involve the children to take an interest in what is happening in their community, the country and the wider world.  All classes are encouraged to watch Newsround (a news programme for children) on a daily basis to provide an opportunity for our children to be informed of current issues.  Awareness is raised in school through major events:  Local and General elections, the Olympics, Commonwealth Games and other sporting events and by organising fundraising events.
Pupils are aware of the role of the Royal Family within Britain and participate in celebrations when there are significant royal events.
Rule of Law:
Pupils are helped to learn to manage their behaviour and take responsibility for their own actions.
Our whole school uphold our Children’s Charter which was written by the children, with adult support, and is reviewed each academic year by the Prefect Body following discussions in their Buddy Group meetings.  The Children’s Charter sets out explicitly the Rights and Responsibilities for all members of our school community.  These Rights and Responsibilities are easily transferrable from the school community into our local community and hopefully will be instilled in our children as they grow and become young citizens in wider society.
We involve pupils in setting codes of behaviour by involving them in the creation of class rules which are pertinent to them and their immediate learning environment.
Here at Dalton St Mary’s C of E Primary School we are proud of the environment we have created that enables pupils to feel safe and secure; this in turn, promotes the optimum conditions for learning to take place.
Under our Safeguarding Policy we recognise all staff and adults in school have a duty of care to actively protect and promote the welfare of children.
Visits from authorities such as the Police and Fire Service help reinforce this message.
Individual Liberty:
Pupils at Dalton St Mary’s C of E Primary School are encouraged to become good and valued citizens. As a school we educate and provide boundaries for young pupils to make choices safely, through provision of a safe environment and an empowering education.
Our Children’s Charter states:
We have the right to be heard
Our responsibility is to listen to others
From Foundation Stage, children are encouraged to be independent learners, by choosing the area and resources that they want to work with. Throughout the whole school, we support each pupil to become as independent as possible. Pupils are given the freedom to make choices, such as, by sometimes selecting their own way to record their work, choosing their Golden Time activity or personal choice of whether to take part in an extra-curricular activity.
Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advised how to exercise these safely through our PSHCE lessons.
E-safety lessons as part of our computing scheme of work enable the children to make choices in a safe manner.  We engage with the NSPCC and other external providers to facilitate specific learning programmes for our older children.
We believe that creating a caring and helpful environment can boost and nurture a healthy self-esteem. All pupils are keen to support charities, whether local, national or global; we hold non-uniform day to support Children in Need and collect food to be given to our local Food Bank during our Harvest Festival.  Our school has strong and sustainable links with a school in Uganda, we work hard to support those less fortunate than ourselves.
Pupils learn about times within history when individual liberty has been challenged or compromised such as during the World Wars, and they remember those who have given their lives to maintain our freedom on Remembrance Day.
Mutual Respect:
All members of the school community uphold our Children’s Charter and treat each other with respect.
Our Children’s Charter states:
We have the right to be ourselves
Our responsibility is to allow others to be themselves
All adults and pupils model and promote the behaviours and attitudes that are the foundation of positive relationships.  Treating others how you wish to be treated is an ongoing theme of many acts of Collective Worship and stories shared with the whole school.
We celebrate the worth and individuality of every member of our school community through our Praise Assemblies, where the children receive awards for a variety of reasons.  Discussions in class and issues that are promoted during collective worship, allow the children to show respect and reverence to each other.
Through our Children’s Charter and our PSHCE programme, pupils are helped to understand how to respect by talking about how actions and words can affect others. 
Tolerance of different faiths and beliefs:
Each person at Dalton St Mary’s C of E Primary School is respected and valued without regard to ability, gender, faith, heritage, race, sexuality, disability, social or economic status.
We were proud to achieve an Outstanding all areas grading during our recent Statutory Inspection of Anglican and Methodist Schools (SIAMS).
Through Religious Education, children are taught about a range of faiths and festivals.  We further enhance children’s understanding of different faiths and beliefs through our Collective Worship and by participating in a range of celebrations throughout the year.  Pupils are encouraged to experience British culture through our various curriculum themes.
At Dalton St Mary’s C of E Primary School we will actively challenge pupils, staff or parents expressing opinions contrary to fundamental British Values, including ‘extremist’ views

We are committed to having a balanced and fair curriculum. We believe that our pupils should be exposed to ideas and concepts that may challenge their understanding to help ensure that pupils learn to become more accepting and inclusive of others. Challenging and controversial concepts will be delivered in a way that prevents discrimination and instead promotes inclusive attitudes.

We will also respect the right of parents to withdraw their children from classes which pose conflicts to their own beliefs. The equality duty supports good education and improves pupil outcomes. It helps us as a school to identify priorities such as underperformance, poor progression and bullying. It does this by requiring us to collate evidence, take a look at the issues and consider taking action to improve the experience of different groups of pupils. It then helps us to focus on what can be done to tackle these issues and to improve outcomes by developing measurable equality objectives.

At Dalton St Mary’s Primary School we have rigorous systems for monitoring educational standards and challenging any underperformance; our responsibility in this equality duty is scheduled as part of this rigorous process.