Wellbeing

Wellbeing is the foundation for all learning. This informs everything we do – how we talk and listen, how we plan the day, how we structure the curriculum and how we design the environment. We aim to cultivate a passion for wellbeing that lasts a lifetime.

We value the wellbeing and development of the whole child – physical, emotional, social, spiritual and intellectual.

Social and Emotional Wellbeing

When a child feels safe to explore and articulate their ideas and feelings without feeling judged, they learn self-reflection and develop compassion for themselves and others.

  • Caring relationships: Everything centres on our intention to care for ourselves, each other and our environment. Staff are trained to actively listen to children’s needs and to model a respectful approach to communication. Through our Learning Mentor and Peer Mentor programmes we can provide a little extra care when needed.
  • Daily Circle Time: A chance for children to reaffirm their connection with themselves and each other. Children may practice mindfulness or work things out through dialogue together. They learn that it safe to be open and honest with their teachers and peers and develop empathy, compassion and a capacity for deep thinking.

Physical Wellbeing

Our approach to learning promotes an active lifestyle. Children are not confined to their desks. They play outdoors – whatever the weather – and develop a love of fresh air and active play.

  • Healthy food: Good food supports learning and wellbeing. We have a wonderful chef who serves healthy vegetarian lunches three times each week and encourage families to bring in healthy packed lunches and snacks.
  • Sports and movement: Children have the opportunity to try out a range of sports such as football, hockey, athletics, cross-country, netball and swimming. We prioritise participation in sports – giving all children the choice of whether to take part in inter-school events rather than selecting on ability.

Intellectual Wellbeing

Children have ownership of their learning. Trusted to explore their own interests and guided to make their own decisions, they retain a deep engagement and satisfaction in the learning process.

  • Assessment for learning: Children are involved in assessing their own work. Working alongside their teacher to discover strengths, identify gaps and set goals together they are motivated to experiment and willing to take risks.
  • Avoiding punishment and rewards: An emphasis on collaborative problem-solving means the ‘reward’ is the satisfaction of learning itself. Seeking to understand the underlying motives behind a behaviour takes the place of punishment and promotes trust.

Spiritual Wellbeing

With ample time to cultivate their curiosity, children naturally retain a sense of awe and wonder at the world around them.

  • Identity: We encourage children to discover their own unique gifts and passions. Armed with this self-knowledge they learn to act with integrity and a strong sense of self.
  • Connection: Children learn the joy of reciprocity in human relationships and develop qualities such as compassion, empathy and open mindedness to the beliefs and ideas of others.
  • Belonging: We celebrate together as a community – at any opportunity! – acknowledging and giving thanks to each other and our diverse backgrounds and traditions.

“I am so glad that when I walk into the playground in the morning with Isaac I feel acceptance and love.”

Alison, parent