Welcome to our school websites, we hope you enjoy your visit!

St Edmund's Catholic Primary School

Welcome to our school websites, we hope you enjoy your visit!

School Aims and Growth Mindset

 

VISION & MISSION STATEMENTS


We see Christ in everyone
As we journey together, teaching and learning.
We believe every day matters,
As we challenge ourselves to be all that we can be.

 

Vision Statement

We are committed to the belief that everyone is treated with fairness, justice, compassion, inclusiveness, love, respect and has the opportunity for a quality education in a spiritual environment.

As a Catholic community we aspire to:


• Live and celebrate Gospel values, beliefs and traditions in our daily lives

  • Create an engaging and challenging learning environment where all pupils are given the opportunity to succeed.
  • Maximize the potential of every individual.
  • Provide a safe and welcoming school environment.
  • Promote responsibility and a global perspective of citizenship
  •  Enrich the intellectual, physical, spiritual, moral, social and emotional life of all pupils.
  • Build a culture of tolerance where people of diverse identities are recognised, welcomed, respected and cherished.

 

Mission Statement


Our expectation is that every day FAITH is at the heart of everything we do:


Fulfil our potential

Aspire to excel

Immerse ourselves in the community

Think of others

Hold God in our hearts


Our daily acts of worship uphold the Gospels’ values, beliefs and traditions. All members of our community will treat each other with compassion, love, inclusiveness, respect and reconciliation.

Our pupils progress rapidly because they enjoy coming to school to learn. Our staff are passionate and enthusiastic and instil a love of learning. Our education inspires children and develops a love of learning in a safe, nurturing environment.

Everyone in our community aims to deliver and receive good-outstanding lessons. Lessons are inspiring, fun, personalised to individuals and groups needs, thoroughly planned and prepared for. Feedback to pupils is clear, informative and includes next steps.

Pupils know their teachers have high expectations of them and are eager to exceed these targets.

We rigorously monitor the progress of all pupils, including Pupil Premium pupils and those with SEN. We analyse their attainment and progress every half term and take steps to intervene for those pupils not making expected progress. We strive to ensure that all pupils will make at least expected progress.

All staff have a robust performance management programme linked to our Vision and can expect a personal development programme that meets their needs.

We provide a rich social-moral-spiritual-cultural (SMSC) curriculum for pupils through good access to clubs, visits, guest speakers, pupil voice, House activities and other enrichment activities. We have a thriving School Council and listen to our pupils by conducting regular questionnaires and act on their views.

We aim to listen to the entire community and work together to achieve our common vision. We engage with parents through regular parent forums, pupil progress meetings, parent questionnaires and open afternoons. We communicate clearly through our website and regular newsletters and we always take the time to listen.

We strive to reach out into our communities and help those less fortunate than ourselves.

 

 

Building Learning Power

Building Learning Power

 

"Since we cannot know what knowledge will be most needed in the future, it is senseless to try to teach it in advance.

Instead, we should try to turn out people who love learning so much and learn so well that they will be able to learn whatever needs to be learned."

John Holt
 

At St.Edmund's R.C Primary School we want to instil certain habits and attitudes to enable our pupils to be more confident in their own learning ability. By becoming better learners pupils will concentrate more, learn faster and better, think harder and find learning more enjoyable.

Today’s schools need to be educating not just for exam results but for lifelong learning. To help the children build their learning power we will be teaching the children the 4Rs of learning based on research developed by Guy Claxton:

Being resilient, resourceful, reflective, reciprocal.

Through these 4Rs the children will be able to have greater success and reach their full potential as learners.

 

 

Being resilient, like Roger Rhino, is about not giving up, learners can….

  • get lost in learning – I can be on task and get completely absorbed in my learning
  • manage distractions – I can shut out distractions when I’m learning
  • persevere – I can stick with my learning, even when I find it hard
  • be creative – I can think in creative ways and use it to further my learning

 

 Being resourceful, like Barry Beaver, is about keep looking for other ideas.

Learners can….

  • question – I can ask questions to help me with my learning
  • investigate – I can explore in different ways
  • make connections – I can make connections with what I already know
  • visualise – I can create a picture in my mind

 Being reflective, like Tom Tortoise, is about thinking of what to do and how to improve.

Learners can….

  • plan – I can organise myself for my learning and get on independently
  • be curious – I can find interest in what I’m learning and want to know more
  • reason – I can give reasons for my thinking and work systematically
  • reflect and evaluate – I can reflect and then recognise the next steps for my learning

 Being reciprocal, Andy Ant, is about working alone or in a group.

Learners can….

  • be self reliant – I can recognise when to learn independently and collaboratively
  • be a team player – I can work well as part of a team
  • empathise– I can see things from the viewpoint of others
  • piggy back ideas – I can learn from those around me

 

 At St.Edmund's R.C School we value the importance of having the right attitude and mindset for our learning.

Based on the work of psychologist Carol Dweck, we encourage our children to have a 'Growth Mindset', to help them embrace challenges and learn from setbacks, understanding that the more effort and practice they put in the better they will get.

A fixed mindset leads us to believe our basic skills and qualities are more or less set from birth and there is not a lot we can do about it.

At our school we want to encourage everyone to have a growth mindset, believing that most things can be achieved through hard work, listening to support, practice, and by not giving up when faced with a challenge.

People with growth mindsets know that some people may be particularly talented at certain things but recognise this as just a starting point; even these people need to work hard to improve their talent.

 

How can you support this at home? 

We specifically plan for learning in the classroom and frequently talk about the learning process and seize on real-life situations as prompts to discuss learning-power skills.   We also model learning ourselves. We share our own difficulties, frustrations and triumphs in learning. We admit we don’t know the answers to some of the questions asked of them and pursue new knowledge alongside our pupils.  We display being an active learner. We model how to respond to others doing things well and how to use mistakes as a springboard for new learning.

Having a growth mindset helps pupils to achieve more because they have resilience, value practice and are not afraid of a challenge.