Character Development

Inspiring children to live life in all its fullness

The Bible frequently uses the imagery of seeds, growth, and harvest to describe how God nurtures His people and how faith, character, and wisdom develop over time. Our vision draws deeply on this symbolism. This enables our communities both local, nationally and globally to live well together. This involves opening children minds by offering a broad range of experiences that develop the whole child.

Physical health and emotional resilience

Our dedication to physical wellness and a constructive outlook on leading an active life is vital for children to understand that sustaining a healthy body not only requires consistent exercise, a nutritious diet, sufficient rest but also attention to our own mental, emotional and spiritual health.

The interconnection between mental health and physical wellbeing is a cornerstone of holistic health, particularly for children. Just as a sturdy foundation supports a towering structure, a sound mind fortifies a healthy body, enabling children to flourish and thrive in various aspects of their lives.

This involves nurturing positive self-perception, self-awareness, self-discipline and healthy relationships and connections with others as well as appreciating the importance of the less tangible aspects of life such as spirituality, awe and wonder and how music and the arts can add value to the rich tapestry of life.

Moral and ethical development 

Jesus exemplified courageous advocacy in various ways throughout his life and teachings. One of the most prominent examples can be found in his advocacy for the marginalised, oppressed, and downtrodden

Jesus frequently showed compassion and care for those who were marginalised in society. In Mark 10:13-16, Jesus challenges his disciples for trying to prevent children from coming to him. He affirms the value and dignity of children, advocating for their inclusion and protection. By doing so, Jesus challenges societal norms that devalue the powerless and reaffirms the importance of advocating for their rights.

This emphasis on ethical development equips students with the skills and confidence to become ethical leaders and advocates for positive change and creates opportunities for outreach and partnerships that have a meaningful impact on people's lives. These experiences not only broaden Children's perspectives but also cultivate a sense of solidarity and shared responsibility for addressing systemic injustices.

Shared responsibility

By embracing the belief that through God we all have gifts and talents that can be nurtured under the right conditions, children are encouraged to celebrate diversity and recognise the inherent worth of every individual. This mindset forms the foundation for building positive relationships based on respect, empathy, and understanding. In such an environment, children learn to balance their individual freedoms and rights with a deep sense of responsibility towards others. They understand that their actions have consequences, not only for themselves but also for the wider community, and they are thus motivated to act with integrity and compassion.

This emphasis on ethical development equips children with the skills and confidence to become ethical leaders and advocates for positive change and creates opportunities for outreach and partnerships that have a meaningful impact on people's lives. These experiences not only broaden children's perspectives but also cultivate a sense of solidarity and shared responsibility for addressing systemic injustices.

Making a difference

Courageous advocacy begins with a keen eye for identifying injustice in all its forms, being prepared to speak out and taking action to stand up for those affected. Teachers and staff play a pivotal role in creating an environment where children feel empowered to speak out against injustices they witness or experience. Whether it's bullying, discrimination, aggression, greed, prejudice, injustice, dishonesty, or any other constraint on the human spirit, the commitment to addressing these issues head-on is paramount.

This involves fostering open communication channels where children feel safe to report incidents, and providing support to both the victims and the perpetrators to address the root causes of the behaviour.

Looking beyond the confines of the school community, this can involve tackling local issues, national issues and even pressing global issues such as climate change or plastic pollution.

Above all, courageous advocacy is a genuine heartfelt call to action to make a positive impact on peoples' lives whilst recognising and balancing our freedoms and rights with our responsibilities as stewards of our planet.

Curious minds

Developing an inquisitive mind is a journey that leads to a deeper understanding of the world and oneself. It involves cultivating curiosity, asking questions, seeking answers, and embracing the unknown.  Much of our curriculum is designed through inquiry questions and underpinned by our approach to spirituality that is designed to help children notice, wonder and care. Our curriculum and teaching approach is designed to nurture confident, self-reliant learners, equipped with resilience, resourcefulness, critical thinking, adaptability, problem-solving, and adeptness at overcoming obstacles.  We strive for them to embrace flexibility in their viewpoints, remain self-aware throughout their learning journey, and actively refine their learning strategies whilst cultivating a thirst for knowledge, wisdom, and the essential cultural capital required to flourish and thrive in a rapidly evolving world.

Cultural Capital

Cultural Capital is the essential knowledge pupils need to broaden their options, choices and aspirations so that they can lead happy, fulfilling and rewarding lives. This involves introducing them to the best that has been thought and said to help engender an appreciation of human creativity and achievement. We refer to this as being worldly wise. We have developed a strategy for helping our children become worldly wise. This includes:

• Providing children with interesting and educationally rich stimulus, resources and topics including great literature, artwork, music, stories, poetry, drama, news articles, artefacts etc.

• Providing children with interesting and educationally rich experiences such as themed days, residential trips, school trips, visitors and extra-curricular activities.

• A curriculum that goes beyond the national curriculum with a strong emphasis on personal and character development.

• Linking learning with important and inspirational people who have made a positive difference to the world in which we live e.g. Greta Thunberg, Emily Pankhurst, Rosa Parks, Tani-Grey-Thompson, Jamie Oliver. 

• Enabling children to  think deeply within and each subject discipline and from the point of view of an expert within that field e.g. thinking as a geographer, historian, scientist, history or musician This opens up opportunities and avenues children may not have previously considered an option for a future career, hobby or interest because of low aspirations or expectations. 

• A knowledge rich curriculum that makes connections between subjects and equips them with the vocabulary and language skills to talk knowledgeably about a broad range of topics they may come across in everyday life.

• Opportunities to debate hot topics of the day to broaden their understanding of matters of interest and learn that individuals have different perspectives and points of view.

• A strong Relationships, Sex and Health Education (RSHE) Programme with clear progression of key concepts and knowledge children need as they progress through the school.

• A structured 3 year cycle whole school assembly programme that explores a broad range of themes and topics that enables children to come together to as a community to thank, celebrate and receive wisdom and inspiration.

Social Development

This aspect of the curriculum enables children to develop and use a range of social skills. It also allows children to appreciate diverse viewpoints, respect the views and beliefs of others. participate, volunteer and cooperate and resolve conflict.

Social skills are learnt and taught. This means children learn social skills in context from the people around them and are taught where there are gaps in their skills or understanding. Adults in the school have a crucial role in modelling the social skills we wish our children to acquire.

Moral Development 

Moral development is the opportunity for children to learn what is right and wrong, to respect the law; understand consequences; investigate moral and ethical issues and offer reasoned views. This is achieved in a number of ways including discussion and debate, specific lessons and assembly time. Children learn from the outset right from wrong, making good choices and that there are school rules and ways to behave. They learn the reason for rules and how they benefit the community to function effectively.  We also use stories and real life examples to teach children the difference between right and wrong. Stories are used both whole school assembly time and class time. For example, assembly themes this year that have contributed to moral development include; what can we learn from Noah, the story of Adam and Eve, Moses and the 10 commandments, honesty and dishonesty, personal responsibility, dealing with temptation and moral dilemmas. Aesop's fables are also used as part of our Collective Worship and Assembly themes that can reinforce and support moral development.

Spiritual Development

Spiritual Development involves providing children with the opportunity to appreciate the non-materialistic aspects of human nature, exploring beliefs and values, experiencing feelings including awe and wonder; learning about oneself, others and the surrounding world; developing imagination and creativity and reflecting on experiences. This can be achieved through the curriculum, between lessons and specific activities.  Spiritual awareness is also about appreciating nature and recognising the importance of caring for our environment for the benefit of others. 

Spirituality in a Church of England context

Spiritual development is not a separate standalone issue for church schools. It is intrinsic  in everything that we do and everywhere within the school. Spirituality enables our children to be happy, flourish, succeed and live life to its fullest. It enables humankind to be fascinated, creative, reflective and consider the bigger questions in life that make us curious and grow inside. Spirituality encourages the development of the whole person; mentally, emotionally, and morally. It fosters a sense of interconnectedness and purpose, promoting children's overall well-being. It also addresses existential questions about purpose and meaning in life and provides space for children to explore these questions contributing to their sense of fulfilment and direction, and connection with something beyond themselves. For those with faith this can mean a connection and relationship with God.

Cultural Development 

This aspect of the curriculum enables children to explore, respect and appreciate cultural influences and diversity. It allows children the explore fundamental British values in relation to the role of democracy, individual liberty, the rule of law and respect and tolerance. It is also about participating in cultural opportunities so that they gain a deeper knowledge and understanding of people as well developing positive attitudes towards difference. Carefully chosen images used in lessons and Assembly time also contribute to children's understanding and appreciation of diversity. 

Religious Education also provides an opportunity for children to learn about the diversity of faiths around the world and within our own country with a focus on similarities. Likewise, children learn about influential figures from around the world who have shaped the world and have made a positive influence on society.

Children learn about democracy and parliamentary system through the School Council and the RSHE curriculum. Each Class votes for a representative who carries forward the view of the class to seek change in a democratic way that is for the good of the whole rather than the individual. 

Relationships, Sex and Health Education

Relationships, Sex and Health Education is interconnected and closely related to children’s Social, Moral, Spiritual and Cultural development (SMSC). With this in mind, our RSHE curriculum from Reception to Year 6 reflects and incorporates social, moral, spiritual and cultural development to form part of the curriculum we call personal or character development. We feel having all these areas under one umbrella illustrates a joined up holistic approach to children’s personal development. To assist us, we use SCARF.

Safety – Caring – Achievement – Resilience – Friendship

SCARF is a comprehensive set of PSHE (Personal, Social, Health and Economic) education resources created by Coram Life Education to support schools in delivering high-quality, age-appropriate PSHE and statutory Relationships and Health Education (RHE).

The name SCARF stands for the five core values the programme promotes:

• S – Safety

• C – Caring

• A – Achievement

• R – Resilience

• F – Friendship

These values run throughout all lessons from Early Years to Year 6.

What SCARF Provides

1. A Fully Planned PSHE Curriculum

SCARF offers a complete, structured programme for the whole school year, organised into six themes:

1. Me and My Relationships

2. Valuing Difference

3. Keeping Myself Safe

4. Rights and Responsibilities

5. Being My Best

6. Growing and Changing

2. Strong Support for Statutory RHE

SCARF fully supports the DfE requirements for:

• Relationships Education

• Health Education

• Safeguarding and online safety
  
  

It provides clear progression from year to year and ensures sensitive topics—such as puberty, body changes, emotional wellbeing, and digital safety—are introduced in a safe, age-appropriate way.

3. A Values-Based Approach

All SCARF lessons explore what it means to live out the five SCARF values.
The programme helps pupils learn how to:

• build healthy friendships

• stay safe online and offline

• understand feelings and manage emotions

• take responsibility in their community

• celebrate differences and challenge stereotypes

• make healthy choices

• develop confidence and self-belief

This approach helps children grow not only in knowledge, but also in character, emotional literacy, and social skills.

4. Practical, Interactive Learning

SCARF lessons are known for being active and engaging. They include:

• role play

• group discussion

• circle time

• problem-solving

• games and scenario-based tasks

• optional cross-curricular links (e.g., literacy, art, RE, science)

This helps children apply learning to real-life situations.

5. Support for the Whole School

Schools using SCARF benefit from additional resources such as:

• whole-school assemblies

• themed weeks (e.g., mental health, anti-bullying, online safety)

• parent information sheets

• teacher training videos

• wellbeing toolkits

• materials for supporting behaviour and positive relationships across school