Here at Saxilby Church of England Primary School we are incredibly proud of our church school distinctiveness. We take great pride in believing that every single member of our school community, the children, the parents, the staff and the wider community all have a wonderful uniqueness with intrinsic value. As a church school we see this as being made in the image of God,  but we also see this as everybody having a special and unique worth, role and purpose to play in the life of our wonderful school and our wider community.

Our mission statement Act, Believe, Succeed summarises our drive, commitment and belief that when we believe in our wonderful uniqueness and act through living out our four pillars, we will individually and collectively succeed as a positive and purposeful community.

Our vision states

Within our church school family, everyone will be empowered to live with wisdom dignity and hope, flourishing in the fullness of life and leading a positive and purposeful role in an ever-changing global community.

Our vision is our hopeful future for every single member of our school family. We aim to live this vision for every child and every adult we encounter.

Everything we do here at Saxilby is built on our four pillars of hope, community, dignity and wisdom.

        

These four pillars form our overriding school aims

We aim to educate for wisdom knowledge and skills.

Our aim is to enable discipline, confidence and a wonderful delight in seeking wisdom, knowledge and skills, developing talents in all areas of life. We aim for us all to be lifelong learners, understanding how knowledge and skills can be built developed and utilised to shape life well. We aim to go further than just adding to our knowledge and skill bank. Our true desire is that we also develop the wisdom to use our knowledge and skills in the best way possible, utilising all they have learnt for good. We will do this by ensuring the we all have strong academic habits and skills, both generic and specialist to subject disciplines, developed across a broad and balanced curriculum with opportunity to apply what we have learnt in a range of experiences and contexts.

What might this look like for our children?

Our curriculum is broad and balanced, ensuring all children benefit from all subjects, developing specialisms and love for key subjects over time. We provide opportunity that encourages children to think more deeply, developing the wisdom required in life. For example, an art unit planned to look at Banksy goes further than the life and times of such a unique artist. It also asks the children to explore the key question ‘when is art worth millions and when is it graffiti?’

What might this look like for our staff and governors?

All staff in school have access to ongoing professional development. For example, we have a development pathway that supports personal ambition as well as whole school development. For example, we have a number of leaders who have completed the National Qualification for Middle Leaders before moving onto National Qualification for Senior Leaders. We have Playleaders, supporting our lunchtime provision who have completed a range of qualifications on line, at home, self chosen as well as receiving direct coaching and support from a colleague in another school to apply this learning on the playground. Our school Governors have a comprehensive training pathway from induction through to developing specialisms such as financial governance. 

What might this look like for our wider community?

We are here to support everyone to grow, learn and develop truly believing there is always something new to learn and understand. For example, we have supported a number of parents to access training and support through agencies such as the sleep clinic to address challenges they are facing at home. Our Family Support Worker works tirelessly to support and facilitate such training, recently attending a virtual training session for parents on A Saturday, providing the much needed support but also the opportunity to follow up on the learning moving forward. We have supported a number of people from the local community on work placements and volunteer placements to support their journey back into work. Many of these are now employed with us, while other shave gone off to achieve success in other school, workplaces of professions, supported by our love, encouragement, training and a reference that supports what they have to offer. 

We aim to educate for hope and aspiration.

We understand that life can present great opportunity, and great challenge. We aim to open up horizons of hope and aspiration and guide people to flourish in the highs and lows of daily life. We will teach and support them to cope wisely with things, and people, when they are going well and when they’re going wrong. We will teach and support them to understand that bad experiences, behaviour and wrong doing will not have the last word. We will support everyone in developing resource for healing, repair and renewal. Living through our valued virtues we will help our community cope with the challenges and opportunities daily life presents.

What might this look like for our children?

The taught curriculum is carefully planned across the year. Just as important as this, is the ‘caught’ curriculum. Daily life in school and the actions of others influence the growth and development of everyone. We understand how important social relationships are in our learning journey and the challenges this can sometimes present. For example, we are a restorative practice based school and ensure that the principles of restorative practice are used to guide and support everyone. When faced with conflict of any kind our motto is ‘connection before correction’. Our strong emphasis on relationships supports children to forgive and restore friendships after falling out or disagreeing. We see these challenges as great learning opportunities.

What might this look like for our staff and governors?

We are ambitious for all our adults in school. People are encouraged to make suggestions and take on leadership roles if they feel they have something to offer. For example, a recently qualified teacher worked along side an NPQSL graduate to be Goal Leader on a key area of our school improvement plan. A member of our midday team worked an extra 10 minutes a day to develop the courtyard area of school to improve it for our children. provided with a budget and the authority to plan and deliver, they purchased plants and artefacts to develop the space as they saw best for the children.

What might this look like for our wider community?

We have a passionate open door policy and support our families through challenging times, and celebrate alongside them in the good times. We are keen to know about wider family life and encourage a close partnership beyond the classroom.

For example we have supported families with housing challenges, ensuring they are rehomed in a safe house. We have supported families after house fires with food and new household items.

We have a strong code of conduct for staff and parents to ensure we continually grow together for the good of all.

We aim to educate for dignity and respect.

We also aim to educate dignity and respect, the basic principle of respect for the value and preciousness of each person, treating each person as a unique individual of inherent worth. Valuing the ultimate worth of each person is central to a good education at all levels, ages and stages. This includes meeting every child and adult at the place where they are, ensuring that they have their needs met, whatever they may be, with a vigilant focus on all aspects of safeguarding.

What might this look like for our children?

Everyone has something unique to bring to life at school. Therefore we try to establish a range of roles that can utilize and help develop the strengths of individuals. For example, we have a team of playleaders, a collective worship council, student council and head boy and head girl. These roles are shared across the year and offer a range of children an opportunity to take on a leadership role. 

We cater for a great range of needs as Saxilby. This great range of need has provided such great opportunity for the children in school – for example we have worked hard to improve our Makaton skills. 

We work hard to ensure children feel safe and secure. Our Something to Share system offers children a variety of ways to share concerns and celebrate success. 

What might this look like for our staff and governors?

Our coaching program is used to support adults develop and grow in their roles. We also provide external supervision for all of our staff. We ensure we access the correct support when our staff and governors are facing challenging times – this may be through the counselling service or through support form unions or the local authority legal team or local authority designated officer. We do not want anyone facing challenge alone. 

What might this look like for our wider community?

We have a passionate open door policy and support our families through challenging times, and celebrate alongside them in the good times. We are keen to know about wider family life and encourage a close partnership beyond the classroom.

We understand that life has its ups and downs, and times can be very, very challenging for some. For example, we have a very strong child protection and safeguarding culture in school. It is always a challenging time for families facing concerns regarding child protection or safety. When dealing with these concerns we also work hard to involve the family as much as possible (where we can), ensuring all voices are heard and represented. For example, the head teacher will try to ensure that a co-referral is made to social care, if required, with the school and the parent(s) making the call together.

We aim to educate for community and living well together.
Educating for community and living well together recognises that our humanity is a ‘co-humanity’. We are inextricably involved with others, utterly relational both in our humanity and our shared life on a finite planet. As we all have ultimate worth, we are called to have a responsibility towards each other and to our communities. Therefore we aim for our school community to be with and for others. We work hard to develop character to enable people to flourish together.

What might this look like for our children?

Our character development curriculum acknowledge the important of the taught and caught curriculum. Supported by our restorative practice and collectives worship we continually develop the community ethos of our school with a clear focus being on how we all conduct ourselves contributes to what we create. We work hard to encourage pupil voice through weekly check-ins and check-outs as well as individual pupil voice sessions and group interviews to gauge how life is for our children as part of our community. 

What might this look like for our staff and governors?

Our staff work well together to develop practice. We have lesson study groups as well as curriculum teams. We try hard to reduce any isolation and actively work to share good practice. We link with other schools through Peer Review and work closely with the teaching Hub. Our subject leaders are members of national groups linked to their subjects. Our Governors are members of national organisations and have been central in establishing cross school training and development groups in recent years. We strongly feel that we are better together, both a teachers and as people. Our 

What might this look like for our wider community?

We are blessed that we are part of a wonderful village community. We are well supported by an active and committed PTA who work hard to bring our wider school community together as much as possible. We utilize the expertise of local people and invite volunteers in whenever we can. We enjoy sharing our celebrations through our Shine and Share sessions. Our valued virtues provide great opportunity of walking our values, for example our Umbrella Cafe gave away free morning cuppas and cakes to the local community and other acts of kindness saw children’s delivering spring time flowers to the doorsteps of local people.