A nurturing, one-form entry primary school in Borehamwood, Hertfordshire.
This means that we need to raise attainment for all groups of children. It is essential that this is achieved without compromising the children’s mental health. The values of the school (Empathy, self-belief, moral courage, resilience, kindness, celebration of differences and respect) support this. We have an ethos of safeguarding and support. The values are threaded through the broad and balanced curriculum. Nurture and well-being are at the heart of the school. The school works with parents and has an open door policy. The Headteacher is on the playground in the morning and staff are warm and welcoming. We work to support parents so that the children can thrive at home as well as at school.
The nurturing whole child/whole family approach lays the foundations for the children to be successful learners. Children are supported with homework clubs, after school tutor groups and with good first quality teaching. Gaps in understanding are addressed with the ‘Zap the gap’ intervention which is delivered in a timely manner (before the next lesson) so that misconceptions and gaps in understanding do not increase.
Bob the Year 5 pet rabbit.
We believe that the development of British values underpins everything we do at Kenilworth Primary School.
They are promoted through assemblies, displays, class work and within everyday life.
We have also been linking our assemblies to our focus on EmpathyLab in order to raise the empathy levels throughout Kenilworth through high quality literature.
These themes have a high profile within our assemblies and build the basis of our house team system.
After an assembly launching the house system, each house group elects their house captains using a democratic election. Each candidate (volunteer) writes a speech and campaigns to be elected the house captain. Every member then gets to vote for the candidate of their choice.
Within the house assemblies children have also been responsible for writing our school ‘code of conduct’. Over a series of assemblies they discussed why good behaviour is important, why rules are important and what rules are the most important within out school. They then, through a voting process, chose the three main rules for our school.
We are currently in the fifth year of our house system and each year more children put themselves forward to represent their houses. Governor reports highlight the successes of this system, the children provide good role models for the younger children and have grown in confidence through their role.
In June 2017, Year 5 children ran a mock election to give the entire school an opportunity to understand how democracy and our political system run. The children were separated into three parties and then were tasked with naming their party, creating a manifesto and campaigning across the school.
Each child then visited a polling booth on the day and were able to vote for their preferred party.
We also run annual empathy awards following the same system as our political votes, ensuring that all children have the opportunity to participate in a democratic voting system.
We believe that it is essential to teach children to respect each other’s faiths, backgrounds and differences. In our multi-cultural school the children are encouraged to share information about their religion and background, leading to an informed, tolerant environment where the children celebrate each other’s differences.
When religious festivals occur children are invited to speak in classes and assemblies about what they have experienced. This is reinforced within our RE lessons where pupils, parents, visitors and staff members have supported the children’s educational development.