Personal Development

Personal Development Policy

At Langley Park Primary Academy, we have designed our SMSC curriculum with the intent that our children will become resilient, independent learners who are equipped with the necessary skills to be successful, moral adults that live healthy lifestyles and believe in their own abilities. This ties in with our Learner Profile Attributes which are used alongside the SMSC and FBV symbols both in lessons and around the academy.

We aim to deliver a curriculum that:

  • Enhances community and celebrates diversity within our academy.
  • Is inclusive, develops self-confidence and identifies that all children are unique.
  • Encourages children to be self-motivated, independent, resilient and open-minded by developing inquiry based skills that allow them to make mistakes and learn from them.
  • Promotes an equal value on physical and mental well being and ensures they are prepared for life in modern Britain.
  • Develops children’s knowledge of the world and the choice of careers available to them, whilst challenging stereotypes.

These are our SMSC symbols we use at LPPA. The children are able to identify with these and relate their learning to them. They act as conversation points throughout all learning opportunities.

These are our Fundamental British Values symbols. The children use these to identify which value they are demonstrating through our Primary years Programme.

Assemblies

At Langley Park Primary Academy we know we have a duty to develop children who are lifelong learners, who have a love of learning today for life tomorrow. In order to develop our learners into responsible citizens, aware of and active within the local and global community. Britain’s future depends on empowering the next generation to become active citizens.

Assemblies play an important part in this and Assemblies are planned carefully relating to current affairs and topics of interest within the local and wider community. Assemblies are centred around a ‘Theme of the Fortnight’ which gives time for our community to link topics of interest, have informed discussions and can plan how they are going to demonstrate their knowledge in a supportive way.

Monday

Whole School Assembly introducing Theme of the Fortnight/Picture News story for the week

Tuesday

In class Assembly, learning songs of the fortnight

Wednesday

Guest Speaker Assembly including Reverend Mark.

Thursday

Reflection time to support discussions about the Theme of the Fortnight

Friday

Whole School Celebration Assembly

Picture News

To support our ‘Theme of the Fortnight’, we use a resource called ‘Picture News’ in order to broaden our extra curricular offer to all. The information delivered to the children is related to current global affairs which is also discussed during our PSHE lessons taught in class. Picture News enlightens children’s ideas about the world around them thus helping them to become internationally minded. This work also links with the fundamentals of the PYP. For additional information about picture news, please visit their website which can be accessed here.

The Family Trust

Over the course of a year, The Family Trust visit us to deliver Assemblies based on Christian messages and teachings from the Bible. This also forms part of our PSHE, RSE and RE curriculum here at LPPA.

Celebrating our Successes!

Our Celebration Assemblies on a Friday are certainly something which we are proud of at LPPA. We come together to celebrate all of our learner’s successes throughout the week, no matter how big or small these are!

Every member of each class has the opportunity to work to receive the ‘Golden Apple’ award and the reasons behind their successes during the week are shared aloud by the member of the Senior Leadership Team leading the assembly. Willow makes an appearance every week and presents her ‘Class of the Week Award’ to the class who has particularly demonstrated resilience, tolerance and compassion when working with her.

Dog Mentoring at LPPA

Willow is our Dog Mentor at LPPA. She helps to promote children’s emotional wellbeing and resilience. Through the programme, our children build a unique bond with Willow which enables them to face whatever obstacles they may encounter as well as celebrating their individual success at school.

Willow promotes our SMSC values by teaching the children how to communicate effectively to express themselves, gain responsibility for looking after an animal and knowing that in order to look after her, they need to show her how to do the correct thing. 

Willow is a vital part of our school community, She works with all children over the week to ensure they can be the best version of themselves!

Panda Anti-Racism

Their mission is to work collaboratively with young people, parents, teachers and professionals to make a difference to people’s lives PART supports equality, embraces inclusion and educates others to do the same. PART works towards enhancing anti-racism education and supports a decrease in mental health issues, hate crimes and ignorance to effect positive change.

We have worked with Zara within her workshops and continue this learning throughout the year. She delivers workshops that are concentrated on specific issues relevant to the LPPA , these include; impact vs intent, stereotypes, mental health, biases, resilience and assertiveness. 

All children at LPPA that have taken part on these workshops thrive from being apart of this and allows children to ask questions, develop understanding and empathy.

RE at LPPA

Organised within the framework of the International Baccalaureate Primary Years Programme, the intent of the RE curriculum within Langley Park Primary Academy is to equip pupils with the necessary skills, knowledge and attributes to be lifelong learners and conscientious global citizens. This allows our children to develop as individuals under our Learner Profile Attributes.

At Langley Park Religious Education has a significant role for the development of pupils’ spiritual, moral, social and cultural development. It promotes respect and open-mindedness towards others with different faiths and beliefs and encourages pupils to develop their sense of identity and belonging through self-awareness and reflection. The principle aim of Religious Education is to engage pupils in an inquiry focused approach where they can develop an understanding and appreciation for the expression of beliefs, cultural practices and influence of principle religions and worldviews in the local, national and the wider global community.

The teaching of skills and knowledge is thoroughly planned to ensure there is a clear sequence in learning across the subject. Although classes do not have a “subject” timetable, there are clear expectations for planning and delivery of Religious Education (RE)in each year group. Teachers plan to meet the needs of their pupils whilst still meeting the expectations of the National Curriculum. 

Through the Primary Years Programme, children are given opportunities to visit places which will enhance their understanding of the knowledge and skills taught, along with visitors to school to deliver workshops, assemblies and sessions in class which aim to challenge stereotypes and create ambitious learners with a drive to succeed in life.

In Key Stage 1, children begin to look at religions, focusing on celebrations and rituals. In Key Stage 2, we offer a wider range of learning opportunities about the world’s religions including deeper understanding of the origin of those religions and their key stories and teachings. Pupils explore aspects of Christianity, Hinduism, Sikhism and Judaism during their time at Langley Park Primary Academy.

High quality learning will be undertaken and evidenced, showcasing a deep understanding of the main religions of the world, their community and their future. This evidence will be seen through using the correct vocabulary, explanations and respectful opinions, as well as evidence of PYP elements and book scrutinies to ensure all pupils continue to progress. The children at Langley Park will demonstrate a positive attitude towards people of any religion and show an understanding of cultural beliefs different to their own. The children will demonstrate respectful behaviour to all and this is transferable outside of school in the wider community and beyond.

PE at LPPA

School and physical education can provide:

  • A code of conduct for the school that permeates all subjects, including PE.  
  • Pupils are taught about the need for different roles and different responsibilities, including teamwork and decision-making. 
  • A pupil voice for PE & School Sport (e.g. re curriculum, extra curricular activities, kit).

Possible evidence:

  • A code of conduct for the school that permeates all subjects, including PE.  
  • Pupils are taught about the need for different roles and different responsibilities, including teamwork and decision-making. 
  • A pupil voice for PE & School Sport (e.g. re curriculum, extra curricular activities, kit).

School and physical education can provide:

  • Pupils are taught about age appropriate rules, fairness and respect, through a variety of PE activities. 
  • Pupils learn to work individually and in groups. 
  • An established ethos in PE with regard to how to win and lose fairly and understand good sportspersonship. 
  • Competition against oneself is encouraged in addition to competition against others.

Possible evidence:

  • Pupils can play within the rules in any activity. 
  • Pupils can understand the need for rules, adhere to them and can develop rules for activities that they create. 
  • Pupils adhere to and understand the rules of safety. 
  • All pupils can solve problems on their own or with others. 
  • Pupils demonstrate good social skills. 
  • Pupils know and adhere to the rules and social etiquettes related to any type of competition.

School and physical education can provide:

  • PE recognises individual differences 
  • There is an ethos where the views of individual pupils are listened to and respected within an acceptable framework. 
  • Pupils are taught safely and about safety. 
  • There is a buddy and mentoring system in PE.

Possible evidence:

  • Pupils respect individual differences and are confident express their opinions and respect others’ views. 
  • Pupils are able to make judgements about their own and others’ performances. 
  • Pupils feel safe in curricular and extra curricular activities and during off site visits. 
  • Pupils use the buddy and mentoring system to build confidence and this is apparent in how they work together.

School and physical education can provide:

  • Pupils are taught about historical, cultural and religious differences, through a variety of PE activities.  
  • The culture in PE respects cultural differences. 
  • Pupils are taught about the environment and different activity contexts. 
  • There are appropriate rewards and sanctions in PE for inappropriate behaviour. 
  • The school engages in competition and encourages competition within and across the community.

Possible evidence:

  • Pupils will know, understand and be able to articulate different styles of dance and the historical aspects of various activities. 
  • Pupils avoid stereotyping groups. 
  • Pupils can articulate their own beliefs. 
  • Pupils respect PE equipment and school buildings/facilities. 
  • Pupils respect the countryside and venues during off site visits. 
  • Pupils know the values  of the school and PE, contribute to their development, and accept rewards and sanctions. 
  • All pupils can access competition within and outside of the school and demonstrate appropriate behaviour and regard for rules and regulations.

School Leadership Opportunities

At Langley Park Primary Academy, we have a variety of leadership roles that empower our children to have an impact on our school community.

House Captains are elected by the children in their House after giving a speech about what they can offer their House. All children from Reception to Year 6 vote for their House Captains. There are two representatives for each House, one Captain and one Vice.

This is a formal group of pupils who act as representatives of their classmates in discussing school issues with the Senior Leadership Team.

The role of the pupil Diversity Champions is to actively promote all aspects of equality and diversity within our school. They play an active role in creating an accepting and inclusive culture, where it allows all children to feel safe and valued.

The role of the school Librarians are as follows :

  • To keep books tidy and in the correct order.
  • To help with the library displays and book promotion.
  • To help other students find what they are looking for.

Our Year 6 Peer Mediators are trained to help pupils resolve their arguments peacefully at lunch times.

Our Digital Champions support the school in keeping safe online, using digital tools safely and in a way that makes their learning better.

Our British Value Ambassadors are responsible for upholding the importance of and supporting the children with understanding the following British Values:

  • Tolerance of those Different Faiths and Beliefs;
  • Mutual Respect;
  • Individual Liberty;
  • Democracy;
  • Rule Of Law.

All of our leaders and their roles can be found on our school LPPA Leadership Board.

Protected Characteristics

The Equality Act became law in 2010. It covers everyone in Britain and protects people from discrimination, harassment and victimisation. Everyone in Britain is protected. This is because the Equality Act protects people against discrimination because of the protected characteristics that we all have. Under the Equality Act, there are nine protected characteristics: age, disability, gender (sex),  gender reassignment, race, religion or belief, marriage or civil partnership, pregnancy and maternity and sexual orientation. We actively promote these in school through: our core values, our policies, assemblies, British Values, extra-curricular activities, discussion within curriculum subjects and so much more. Alongside this, we have developed these characteristics to link specifically with our PSHE/RSE curriculum through reading and discussion. Below is an outline of story books, which highlight these protected characteristics that are shared across the school year for each year group.

Module 1
My Shadow is Pink – Scott Stuart

My Shadow is Pink Book Cover

Protected Characteristic
Gender

Module 2
Blue Chameleon – Emily Gravett

Blue Chameleon Book Cover

Protected Characteristic
Race

Module 3
Mommy, Mama and Me – Lesléa Newman

My Mommy, Mama and Me Book Cover

Protected Characteristic
Families and how they can be different

Module 4
Dachy’s Deaf – Jack Hughes

Dachy's Deaf Book Cover

Protected Characteristic
Disability

Module 5
Red Rockets and Rainbow Jelly – Sue Heap and Nick Sharratt

Red Rockets and Rainbow Jelly Book Cover

Protected Characteristic
Differences

Module 6
Giraffes Can’t Dance – Giles Andreae and Guy Parker-Rees

Giraffes Can't Dance Book Cover

Protected Characteristic
Self-confidence in being you

Module 1
A House For Everyone – Jo Hurst

A House for Everyone Book Cover

Protected Characteristic
Gender

Module 2
Verdi – Jannel Cannon

Verdi Book Cover

Protected Characteristic
Age

Module 3
My World, Your World – Melanie Walsh

My world your world Book Cover

Protected Characteristic
Race

Module 4
What the Jackdaw Saw – Julia Donaldson and Nick Sharratt

What the Jackdaw Saw Book Cover

Protected Characteristic
Disability

Module 5
The Lion Inside – Rachel Bright and Jim Field

The Lion Inside Book Cover

Protected Characteristic
Self-confidence in being you

Module 6
The Odd Egg – Emily Gravett

The Odd Egg Book Cover

Protected Characteristic
Families and how they can be different

Module 1
One of a Kind Like Me – Laurin Mayeno

One of a kind like me Book Cover

Protected Characteristic
Gender

Module 2
My Daddies! – Gareth Peter

My Daddies Book Cover

Protected Characteristic
Families and how they can be different

Module 3
Just Because – Rebecca Elliott

Just Because Book Cover

Protected Characteristic
Disability

Module 4
Blown Away – Rob Biddulph

Blown Away Book Cover

Protected Characteristic
Race

Module 5
That’s NOT how you do it! – Ariane Hofmann-Maniyar

Thats NOT how you do it Book Cover

Protected Characteristic
Accepting Differences

Module 6
I am Enough – Grace Byers

I am enough Book Cover

Protected Characteristic
Self-confidence in being you

Module 1
Can I Join Your Club? – John Kelly and Steph Laberis

Can I join your club Book Cover

Protected Characteristic
Differences

Module 2
The Hueys in The New Jumper – Oliver Jeffers

The new Jumper Book Cover

Protected Characteristic
Self-confidence in being you

Module 3
The Truth About Old People – Elina Ellis

The truth about old people Book Cover

Protected Characteristic
Age

Module 4
The Proudest Blue: A Story of Hijab and Family – Ibtihaj Muhammad and S.K. Ali

The Proudest Blue Book Cover

Protected Characteristic
Race, religion and beliefs

Module 5
A Handful of Buttons – Carmen Parets Luque

A handful of buttons Book Cover

Protected Characteristic
Families and how they can be different

Module 6
Beegu – Alexis Deacon

Beegu Book Cover

Protected Characteristic
Isolation

Module 1
The Way Back Home – Oliver Jeffers

The Way Back Home Book Cover

Protected Characteristic
Race

Module 2
King & King – Linda de Haan and Stern Nijland

King & King Book Cover

Protected Characteristic
Families and how they can be different

Module 3
Dogs don’t do ballet – Anna Kemp

Dogs dont do ballet Book Cover

Protected Characteristic
Self-confidence in being you

Module 4
And Tango Makes Three – Justin Richardson and Peter Parnell

and Tango makes three Book Cover

Protected Characteristic
Families and how they can be different

Module 5
Mixed – Arree Chung

Mixed Book Cover

Protected Characteristic
Race

Module 6
The Kingest Red – Ibtihaj Muhammad and S.K. Ali

The Kindest Red Book Cover

Protected Characteristic
Race, religion & beliefs

Module 1
Sulwe – Lupita Nyong’o

Saluwe Book Cover

Protected Characteristic
Race

Module 2
My Princess Boy – Cheryl Kilodavis

My Princess Boy Book Cover

Protected Characteristic
Gender

Module 3
Mirror – Jeannie Baker

Mirror Book Cover

Protected Characteristic
Diversity

Module 4
Leaf – Sandra Dieckmann

Leaf Book Cover

Protected Characteristic
Differences

Module 5
We are Family – Patricia Hegarty

We are Family Book Cover

Protected Characteristic
Families and how they can be different

Module 6
Eric – Shaun Tan

Eric Book Cover

Protected Characteristic
Race

Module 1
Introducing Teddy – Jessica Walton

Introducing Teddy Book Cover

Protected Characteristic
Gender & Friendship

Module 2
King of the Sky – Nicola Davies

King of the Sky Book Cover

Protected Characteristic
Age

Module 3
I Talk Like a River – Jordan Scott and Sydney Smith

I talk like a river Book Cover

Protected Characteristic
Disability

Module 4
Rose Blanche – Roverto Innocenti and Ian McEwan

Rose Blanche Book Cover

Protected Characteristic
Religion, race, discrimination and prejudice

Module 5
The Island – Armin Greeder

The Island Book Cover

Protected Characteristic
Race and refugees

Module 6
Red: A Crayon’s Story – Michael Hall

Red Book Cover

Protected Characteristic
Self-confidence in being you