Katherine Semar Infant School

The curriculum at Katherine Semar is enjoyable, challenging, and pertinent to both the present and the future of the world.
At Katherine Semar Schools, we take very seriously our duty to prepare students for life in contemporary Britain.
Through the school's ethos and work, we make sure that the essential British principles are introduced, explored, and upheld.
With the help of our cross-curricular approach, we can better comprehend and enhance our students' spiritual, moral, social, and cultural development.
Our high expectations for behaviour encourage all of our kids to be positive role models for one another.
Statement Evidence Impact The children at Katherine Semar Schools see democracy borne out in a whole variety of ways and see this as being an essential component of successful team working The establishment of a new School Council each year models the democratic process Friendship week at the beginning of each academic year where the democratic process is enacted The elections for House Captains in the Junior School models the democratic process Learning Walks for behaviour and behaviour for learning School Values.
Students are taught how to debate and explain their point of view. Students study the features of persuasive writing to help structure their arguments. Children are able to work cooperatively in pairs, groups, as well as in whole class situations. Enrichment visits to places of British historical significance and democratic significance, such as the local council chambers and meeting the local MP.
Students have access to respectful language in the classroom.
The election process is clear to the kids.
Statement Supported by Evidence of Impact The school's overall guiding principle has made this idea known to the Katherine Semar students.
They are familiar with the concept through the discussion of values and, in RE lessons, the idea that different religions have guiding principles Children are used to debating and discussing laws/rules and their application.
Children are familiar with the local police who visit to talk to them, and take part in Crucial Crew to help understand their rights and responsibilities as a citizen Friendship week at the beginning of each academic year to give pupils a voice in their rights and responsibilities Class Rules School Rules/Learning Behaviours School Values lessons on the role of law and School Council meetings Collective Worship RE planning and work books Learning Walks for behaviour and behaviour for learning Pupils contribute by helping run school systems such as Playleaders Children are able to articulate how and why we need to behave in school and demonstrate they understand and can abide by these Children all know that they have a right but that with a right comes a responsibility They are able to discuss and debate philosophical issues in relation to these.
Statement Evidence Impact Our Values based discussions and acts of worship begin with discussion about the self, e.g. selfrespect and self-worth in relation to the individual value so that children see that they are important in their own right.
Children are strongly encouraged to develop independence in learning and to think for themselves. Children are able to demonstrate independence in learning and to think for themselves. Children are taught to distinguish between assertive and aggressive behaviours. Through our behaviour system, the children recognise that their beliefs and behaviours can have an impact on their academic performance.