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.
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.
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.
The children of Dalton St Mary’s School may need to stay at home due to local, regional or national restrictions. They may also need to stay at home because they are individually isolating or their class bubble has had to close.
We endeavour to teach a broad and balanced curriculum as we would do in school, although some aspects of teaching and learning will be adapted where access to certain resources or equipment is not possible.
Please follow the link to learn more about the Remote Learning Provision at DSM
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.
At Dalton Saint Mary’s, we believe that literacy skills are fundamental to all our children’s learning in other subjects. We therefore aim to teach these skills, following the requirements set out in the National Curriculum, and then use them in context throughout the curriculum. This cross-curricular approach is used wherever practicable and makes learning relevant and fun.
Reading is one of the most important skills for life. At Dalton Saint Mary’s, we aim to produce children who are confident in their practical reading skills and who understand that there is pleasure to be had from the written word. This pleasure begins before school age, through story-telling and looking at picture-books. In our Foundation Stage, we develop their pre-reading skills and, when they are ready, begin the long process of becoming a fluent reader.
Parents are encouraged to be involved with their child’s learning: children take reading books home daily for their parents to share and support their child’s reading development. As children’s skills and concentration develop, they are encouraged to choose and read their own books from our extensive range at school or bring them in from home.
Daily reading is an important part of the school day and independent research is used in cross-curricular topics. Children develop good literacy skills as an extension of their verbal skills. Throughout their primary education, there is an emphasis on becoming good listeners and confident speakers, increasing their spoken vocabulary through activities such as role-play, drama, discussion and group interaction.
Writing begins by learning to communicate their thoughts and ideas and develops into an advanced creative skill. Improving writing, especially grammar and punctuation, has been a focus this year, and we use Ros Wilson’s ‘Big Writing’ approach to motivate children to enjoy writing and to identify individual targets for improvement. This is already proving a success and will continue in the future. Children are taught and then encouraged to write neatly, with correct letter-formation and joined, flowing handwriting.
Young children are taught spelling using ‘Letters and Sounds’ to ensure a good understanding of phonics. They also learn to recognise and spell ‘High Frequency’ words (such as ‘the’ and ‘said’) which cannot easily be decoded using phonic rules. Spelling continues to be taught throughout Key Stage 2, mostly using spelling patterns and identifying common letter-strings. The children then extend their written vocabulary with spelling and other word-level activities.
We have several different Reading Scheme books in KS1 as we feel one approach does not suit all children. We have books from the following schemes:
Collin’s Big Cat; Discovery World; Ginn; Heinemann Story Worlds; Ladybird; Orchard Crunchies.
Computers are a valuable tool in the teaching of Literacy skills. They also enable children to present their work in a way that gives them a pride in what they have produced and to access almost unlimited (filtered!) information. ICT plays a big part in the lives of young people today and we aim to equip children with the skills they will need as citizens of the 21st century.
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.
Purpose of study
A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.
The national curriculum for science aims to ensure that all pupils:
develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future
Primary Science aims to encourage children’s natural curiosity about the world in which they live. It should encourage them to apply scientific method to problem-solving and equip them to ask questions, and find out the answers for themselves.
At Dalton Saint Mary’s we are trying to develop in all pupils:
• natural curiosity about the world around them
• interest in and enjoyment of Science
• ability to apply scientific method to problem-solving
• ability to formulate a question to investigate
• ability to plan an investigation
• ability to conduct an investigation using scientific principles
• ability to record and analyse their results
• ability to think for themselves and reach their own conclusions
• understanding of the need for correct scientific terminology
• ability to acquire a body of knowledge on which to base their learning
We teach Science in cross-curricular Topics, covering Scientific Investigation and the requirements of the National Curriculum Programmes of Study:
• Life and Living Processes
• Materials and their Properties
• Physical Processes
Primary Science should further an interest in the subject as well as developing children’s understanding about how and why things happen. Above all, it should be fun.
Purpose of study
Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.
The national curriculum for art and design aims to ensure that all pupils:
produce creative work, exploring their ideas and recording their experiences
become proficient in drawing, painting, sculpture and other art, craft and design techniques
evaluate and analyse creative works using the language of art, craft and design
know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms
Purpose of study
A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems.
The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming.
Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.
The national curriculum for computing aims to ensure that all pupils:
can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
are responsible, competent, confident and creative users of information and communication technology.
At Dalton St Mary’s CE Primary School we are well resourced to deliver the core national curriculum subject of Computing. Discrete computing skills are taught from Nursery through to Year 6. These skills are developed and used across the whole curriculum to support learning and present work.
To deliver and develop this area of learning the school has an efficient, well maintained infrastructure which supports: a computer suite with 17 networked computers and an LED screen; additional networked computers within all classrooms; teacher laptops and iPads; access to cross-curricular, multi-media Espresso resources; access to Purple Mash; secure access to pupil and staff files; LED Screens in all classrooms; back-lit interactive boards in all rooms; broadband internet connection; iPads available in all classrooms; and a range of other software and resources.
All computers are protected with a comprehensive firewall managed by the Local Authority to protect children when accessing the internet.
Purpose of study
Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.
The national curriculum for design and technology aims to ensure that all pupils:
develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
critique, evaluate and test their ideas and products and the work of others
understand and apply the principles of nutrition and learn how to cook
Purpose of study
A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the framework and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.
The national curriculum for geography aims to ensure that all pupils:
develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time are competent in the geographical skills needed to:
Purpose of study
A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.
The national curriculum for history aims to ensure that all pupils:
know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically valid questions and create their own structured accounts, including written narratives and analyses
understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
gain historical perspective by placing their growing knowledge into different contexts: understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales
Purpose of study
Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.
The national curriculum for languages aims to ensure that all pupils:
understand and respond to spoken and written language from a variety of authentic sources
speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation
can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt
discover and develop an appreciation of a range of writing in the language studied
At Dalton St Mary’s the children are taught French. This year the children are also being taught Mandarin.
Purpose of study
Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.
The national curriculum for music aims to ensure that all pupils:
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 interrelated dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations
Religious Education is taught in all classes and follows the Agreed Syllabus for Cumbria alongside the school’s own scheme of work. Our teaching is based upon Christianity, in accordance with the practice and principles of the Church of England, but also considers other religious faiths represented in our multi-cultural society.
The children benefit from visitors into class as appropriate, with Canon Reverend Ruth Crossley regularly supporting our teaching. The children are encouraged to adopt an open, reflective approach to religion and an appreciation of what it means to be a believer.
We encourage the children to understand the nature of Christianity and recognise other world faiths so that they may respect other people, and demonstrate understanding and sensitivity towards other faiths.
Purpose of study
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 aims in teaching PE are:
• To provide physical activity and healthy lifestyles;
• To develop positive attitudes by encouraging children to cope appropriately with success and failure;
• To ensure safe practice by encouraging children to respond readily to instructions and signals within established routines.
A range of activities with other schools is provided through various sports matches and tournaments. These are carried out both in and out of school hours. A variety of after school clubs are run throughout the year such as netball, football, dance and gymnastics.
We aim to give an adequate foundation of experience and knowledge, with opportunities for discussion, reflection and evaluation, in order to give pupils the maximum scope to develop the spiritual, moral, social and cultural dimensions of human life. Work in PHSCE goes on throughout the whole school and it underpins all that is done in school. Some aspects are planned as part of class work, assemblies, etc., but some aspects may arise unplanned and are dealt with in context.
Our main objectives are:
• To help the child discover about his or her growing mind and body;
• To help the child develop stable relationships with others – to appreciate the value of tolerance;
• To help widen the child’s horizons to the diverse strengths and weaknesses of humanity and community;
• To encourage children to explore and appreciate others’ beliefs while developing their own.
In Health Education we aim to help the children gain the knowledge to:
• Make informed decisions on a healthy diet and the use and misuse of drugs;
• Develop strategies regarding their own safety;
• Recognise the role of exercise for health;
• Develop practices necessary to maintain personal cleanliness and understand the factors that affect their mental and emotional well-being.
The Governors of the school have agreed that sex education, as described in the 1986 Education Act, should form a part of the curriculum. They recognise that the subject should be taught with sensitivity and a proper regard for the traditional moral and Christian values that govern family life. The subject will be approached gradually and in a way that is appropriate to the child’s age and experience.
Beginning in the infants and extending throughout the school the course will aim to help children:
• Understand the nature of close, loving relationships;
• Recognise and accept the way their bodies change;
• Cope with emotional problems;
• Take care of their own health.
The aim of the syllabus is to teach a simple understanding of bodily functions and develop a natural respect between the sexes which will lead to an appreciation of the significance of sexual relations in family 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:
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.
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.
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