Vision and Values

OUR SCHOOL VISION

Our vision for Tadley Primary School reflects an inspiring learning community dedicated to meeting the unique needs of all our pupils. It is driven by our desire to offer the best possible education to all our pupils and to work in partnership with parents and the local community to create a happy and successful school.  At Tadley Primary School we value kindness and believe that nurturing empathy and understanding for others, as well as ourselves, will provide a firm foundation for personal growth and well-being.

We strive to achieve this through our school aims:

• To provide children with excellent role models and work  to secure positive, consistent  relationships based on mutual respect and trust

• To work with a relentless drive to address the needs of each individual learner

• To ensure our inclusive principles strongly resonate throughout every aspect of the school

• To provide a calm, organised, purposeful learning environment adapted to meet the needs of all pupils

• To provide opportunities for pupils to acquire a range of skills and attitudes to prepare them for an ever-changing global landscape

• To provide engaging, learning experiences through a  coherent, exciting curriculum

• To nurture pupils’ skills and talents through a wide range of activities beyond the classroom including sport and music

• To enable our pupils to develop self-confidence, pride in their achievements at school and to take responsibility for their learning

• To foster a love for learning , inspiring pupils to become ambitious to achieve personal goals

•  To encourage an appreciation of their natural environment and develop an understanding of the world

• To foster an enquiring mind, with the ability to question, reason, evaluate and argue rationally

At Tadley Primary School six Learning Behaviours underpin the curriculum.

     Curiosity

     Creativity

     Independence

     Resilience

     Reflection

     Teamwork

They are addressed throughout the curriculum and embedded within our school ethos.

Resilience

Effective learners like a challenge and are willing to ‘give it a go’. They know that learning is sometimes hard and are willing to persevere. They understand that they must take a risk to work in the challenge zone. They understand that mistakes are how we learn and can ‘hang in there’ when the going gets tough. They know that all good learners get stuck however, it is only staying stuck that is the problem.

Teamwork

Effective learners can work together to achieve more. They understand that a focussed leader and a shared plan will lead to more successful outcomes. They can listen to and communicate ideas clearly in a group and show empathy to others. They inspire the trust and confidence of others. They are flexible enough to take on different roles in a team to reach a shared goal.

Independence

Effective learners are motivated to work independently when they know they have the skills and resources to achieve an outcome by themselves. They know that sometimes learning requires periods of studying, reflecting or working by themselves. They can recognise, manage and minimise distractions. They are comfortable making their own decisions and organising and selecting appropriate resources.  

Curiosity

Effective learners have a constant desire to find things out. They ask questions in order to create their own understanding of the world around them. They accept that not all questions have a clear answer and like to draw their own conclusions about things as a result of enquiry.

Creativity

Effective learners can look at things in different ways. They find a range of ways to link ideas and concepts. They choose original ways to solve problems and represent their learning. They are skilled at generating lots of ideas. They enjoy playing with ideas and are confident enough to follow a hunch.

Reflection

Effective learners use a range of tools to reflect on their strengths and weaknesses as a learner. They are self-aware and are able to recognise and celebrate their successes. They are able to create an environment to reflect on their learning and construct their own improvement points.