As part of the focus on managing feelings and behaviour: We ensure that children understand their own and and its others’ behaviour consequences, and learn to distinguish right from wrong as supported by our of the -’ and learning about other ‘Image child’ I am exploring my emotions people’. With the support of our and ‘Supporting Positive Relationships Behaviour’ policy and our photographic code, we ensure children are as role ‘seen models and good citizens and use opportunities to reinforce positive behaviour within school’. We negotiate rules and the codes of behaviour with the children, for example, in Class 2, children help to develop a for the behaviour they would ‘promise’ like to see happening in their environment. In Class 3, as the children mature they help to where they consider their Nursery as a create three ‘promises’ learning community and discuss and negotiate ideals of a safe and caring learning environment. Individual liberty: freedom for all As part of the focus on self-confidence and self-awareness and people and communities as cited in Personal Social and Emotional Development and Understanding the World: Children should develop a positive sense of themselves. We provide opportunities for children to develop their self-knowledge, and increase their confidence in their own abilities through our ethos in valuing the Characteristics of Effective Learning - Playing and Exploring, Active Learning and Creating and Thinking Critically’. We support children to develop a positive sense of self through our of ‘Image the - I believe I Child’ ‘I feel secure because can’ The children are encouraged to be individuals, challenge their learning, take risks and develop confidence in their own abilities, for example through exploring our outdoor space, mixing colours and making potions, testing their ideas and asking questions to find out more. We encourage children to envisage themselves as a community of learners and as a citizen of their local environment. We allow children to explore the language of feelings and responsibility, reflect on their differences and understand we are free to have different opinions through their Fascination groups. Mutual respect and tolerance As part of the focus on People and Communities, Managing Feelings and Behaviour and Making Relationships as cited in Personal Social and Emotional Development and Understanding the World: We work to create an ethos of inclusivity and
As part of the focus on managing feelings and behaviour: We ensure that children understand their own and others’ behaviour and its consequences, and learn to distinguish right from wrong as supported by our ‘Image of the child’ -’ I am exploring my emotions and learning about other people’. With the support of our ‘Supporting Positive Relationships and Behaviour’ policy and our photographic code, we ensure children are ‘seen as role models and good citizens and use opportunities to reinforce positive behaviour within school’. We negotiate rules and the codes of behaviour with the children, for example, in Class 2, children help to develop a ‘promise’ for the behaviour they would like to see happening in their environment. In Class 3, as the children mature they help to create three ‘promises’ where they consider their Nursery as a learning community and discuss and negotiate ideals of a safe and caring learning environment. Individual liberty: freedom for all As part of the focus on self-confidence and self-awareness and people and communities as cited in Personal Social and Emotional Development and Understanding the World: Children should develop a positive sense of themselves. We provide opportunities for children to develop their self-knowledge, and increase their confidence in their own abilities through our ethos in valuing the Characteristics of Effective Learning - Playing and Exploring, Active Learning and Creating and Thinking Critically’. We support children to develop a positive sense of self through our ‘Image of the Child’ - ‘I feel secure because I believe I can’ The children are encouraged to be individuals, challenge their learning, take risks and develop confidence in their own abilities, for example through exploring our outdoor space, mixing colours and making potions, testing their ideas and asking questions to find out more. We encourage children to envisage themselves as a community of learners and as a citizen of their local environment. We allow children to explore the language of feelings and responsibility, reflect on their differences and understand we are free to have different opinions through their Fascination groups. Mutual respect and tolerance As part of the focus on People and Communities, Managing Feelings and Behaviour and Making Relationships as cited in Personal Social and Emotional Development and Understanding the World: We work to create an ethos of inclusivity and
Fundamental-British-Values-at-Whitegate-March-2017-1.docx