Ethos and environment

• Physical environment - the school provides areas where children and staff can explore relaxation and calm such as a sanctuary room, a therapeutic garden or an natural area away from others. All areas of the school feel safe and special.

• The environment of the school reflects the local community and the wider culture of Somerset and the UK so that everyone sees themselves represented in images, objects, texts and activities.

• Social environment - the school provides regular opportunities for pupils and staff to take part in a diverse range of social activities as part of the unstructured school day.

• Emotional environment - affirmations and quotes are visible around the school that reinforce positive values such as kindness, compassion, gratitude, generosity, honesty, happiness, courage etc which are developed by the whole school community.

• Relationships in school - The school explores a shared understanding of respectful relationships between all members of their community, embracing and valuing difference and this is incorporated across the curriculum. 

• Sense of community and belonging - all pupils and staff feel empowered and connected to work together and opportunities for volunteering, engaging with and giving back to the community are embedded. 

• Healthier Lifestyles - the environment of the school and whole school community, promotes healthier lifestyle choices, engaging with projects designed to tackle public health priorities. 

• SLT and WAG are aware of OHID and DfE (Office for Health Improvement and Disparities and Department for Education) guidance on the 8 key principles of a whole school or college approach to Promoting children and young people’s mental health and wellbeing

• SLT and WAG are aware of NICE guidance in relation to whole school approaches - Recommendations | Social, emotional and mental wellbeing in primary and secondary education | Guidance | NICE

• This DfE advice aims to help schools to support pupils whose mental health problems manifest themselves in behaviour and includes a chapter focusing on culture, ethos and environment - Mental health and behaviour in schools (publishing.service.gov.uk)

• Promotion for healthier lifestyles is evidenced through involvement in national and local campaigns - visit the Healthier Lifestyles Toolkit for ideas and support - Healthier Lifestyles Toolkit

• SASP (Somerset Activity Sports Partnership) provide a range of services supporting active lifestyles - Active Children & Young People - Somerset Activity & Sports Partnership (sasp.co.uk)

• Active travel is encouraged - Tools for Schools - Presentations and leaflets | Bikeability

• Some settings may choose to work towards or within the rights respecting schools approach. These materials support understanding of responsibilities alongside rights - Know Your Rights - Child Rights Education Core Materials - Rights Respecting Schools Award (unicef.org.uk)

• To promote staff wellbeing, Public Health have pulled together this toolkit, providing evidence based and well-practiced resources to support staff working in education and the children and young peoples workforce - Staff Wellbeing Toolkit (cypsomersethealth.org) 

• In this mini site you will find information and ideas on; planning your curriculum, delivering to learners with SEND, as well as resources and guidance on teaching RSHE topics for example relationships and sex education - Somerset RSHE mini site (cypsomersethealth.org)

• This area of the Somerset Children and Young People's Health & Wellbeing website provides information and support about mental health and emotional health & wellbeing - Somerset Mental Health Toolkit

• This ezine captures the work from this year long project, sharing resources and ideas for using creativity and arts to support health and wellbeing in education - Schools Wellbeing and Arts Project Celebration E-zine 2022 

• Gardening and feeling connected to nature can change lives. These awards provide a structure to develop gardening through the curriculum at your school and a way to celebrate your progress - RHS School Gardening Awards / RHS Campaign for School Gardening 

•    Do learners demonstrate a sense of empathy, kindness, compassion and care?

•    Do adults in the setting (all staff, governors, volunteers) model empathy, kindness, compassion and care?

•    Does the setting understand and provide opportunities for learners to develop the skills and attributes associated with positive mental health and connectedness? 

•    Does the setting value the difference and diversity of its families and wider community?

•    Is engagement with, and positive messaging linked to ethos and environment visible and encouraged? 

·  The following UNCRC (United Nations Rights of the Child) articles support this principle:

•  Article 2 - All children have these rights no matter what.

• Article 13 - Your right to have information.

• Article 14 - Your right to follow your own religion.

• Article 15 - Your right to meet with friends and join groups and clubs.

• Article 19- You should not be harmed and should be looked after and kept safe.

• Article 22 - Refugee children have the same rights as children born in the country they are now in.

• Article 23 - Your right to special care and support if you have a disability so that you can lead a full and independent life.

• Article 24 - Your right to good food and water and to see a doctor if you are ill.

• Article 29 - Your right to become the best that you can be.

• Article 30 - Your right to use your own language.

• Article 31 - Your right to relax and play.

When judging behaviour and welfare, Ofsted looks for evidence of a positive ethos that fosters improvements in the school as well as the promotion of safe practices and a culture of safety and inclusion.

The ethos and environment of the school:

• helps develop responsible, respectful, active citizens who are able to play their part and become actively involved in public life as adult.
• deepens pupils’ understanding of the fundamental British values of democracy, individual liberty, the rule of law and mutual respect and tolerance.
• promotes equality of opportunity so that all pupils can thrive together, understanding that difference is a positive, not a negative, and that individual characteristics make people unique.
• promotes an inclusive environment that meets the needs of all pupils, irrespective of age, disability, gender reassignment, race, religion or belief, sex or sexual orientation.

The school will be judged on the effectiveness of its actions to prevent and tackle all forms of bullying and harassment.