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Alexandra Primary School

Personal Development

Personal development at Alexandra Primary School is underpinned by our vision statement  ‘Establishing lifelong learning, rooted in knowledge, enriched by experience’ and our values of community, exploration, nurture and excellence.

Our aspiration is for all children to develop into confident, resilient and successful learners, who are responsible global citizens, ready to contribute positively to their communities and the wider world.  Our children are articulate individuals, who respect, celebrate and learn from the diverse community around them.  They are well-prepared for the next stage in their education and are equipped with the skills and attitudes to thrive in life in modern Britain.

British Values


How it is promoted at Alexandra


  • Elected school council (Rights Knights)
  • School council votes for the charities that the school will support
  • Democracy promoted through PSHE lessons and assemblies
  • Discussion of politics during times of election
  • Alexandra Big Conversation promotes debating and public speaking skills and supports the right for the children to express their views
  • Regular pupil voice opportunities allow for children to have their opinions listened to- children provide their opinion on key school issues e.g values, school logo
  • Established monitoring roles for children, e.g. class monitors, lunch monitors, register monitors, assembly monitors and cloakroom monitors, looking after younger pupils

Rule of law

  • High expectations of behaviour set out in the behaviour policy (created with input from all stakeholders)
  • Alexandra Code of Conduct
  • Class charters on display in all classrooms - created at the beginning of the year with input from all children in the class
  • In line with the behaviour policy- children receive praise and rewards for demonstrating excellent behaviour and there are clear consequences to inappropriate behaviour
  • Local PSCO visits school to discuss key issues such as e-safety and keeping safe.
  • School assemblies, PSHE and circle times are used to develop a strong sense of morality
  • Children have the opportunity to learn about the role of the monarchy and of previous monarchies
  • Through PSHE curriculum and assembly themes, the children learn about health and safety laws, including e-safety laws

Individual liberty

  • Children learn about the UN Convention of the Rights of the child.  Assemblies are linked to the rights and they are also linked to other areas of the curriculum
  • A wide range of enrichment activities are available to all children, which enables them to develop their individual talents and interests
  • Behaviour charter states that the children have a right to express their opinions and be listened to.  Assemblies and PSHE sessions support them to understand how to respect this right
  • Through the school value of Nurture, they learn to develop their self-knowledge, self-esteem and self-confidence
  • There is a strong anti-bullying culture- children know the process for reporting any concerns they have, knowing they will be treated seriously 
  • Assembly themes and curriculum areas such as PSHE encourage children to challenge stereotypes

Mutual respect and tolerance of those with different faiths and beliefs

  • Children celebrate differences and similarities through cultural event days, for example, Proud to Be day
  • Regular trips to places of worship, as well as visits from various religious leaders
  • RE curriculum enables teaching about different beliefs and cultures- children encouraged to notice similarities and differences between religions
  • Children are able to explore morals through lessons, stories and assemblies
  • PSHE curriculum develops children’s respect for one another and celebrates differences
  • Assemblies mark and celebrate a range of religious festivals such as Ramadan and diwali.
  • Assemblies are also used to help the children to understand specific special needs i.e Down’s Syndrome and ADHD.

Spiritual, moral, social and cultural development


How it is developed at Alexandra


  • ability to be reflective about their own beliefs (religious or otherwise) and perspective on life
  • knowledge of, and respect for, different people’s faiths, feelings and values
  • sense of enjoyment and fascination in learning about themselves, others and the world around them
  • use of imagination and creativity in their learning
  • willingness to reflect on their experiences
  • Visits to a range of places of worship
  • RE and PSHE curriculum
  • Visits from representatives of a range of religions
  • Ambassador and Golden Assemblies
  • School values
  • Enriched by experience opportunities that inspire wonder
  • Alexandra Sunflower Charter
  • Participating in live performances eg music shows, carol concerts, productions
  • Opportunities to watch live performances e.g pantomimes, dance workshops, shows at the theatre
  • Inviting members of the community into school to share their experiences, talk about their religions and jobs.
  • Alexandra Big Conversation 
  • Forest school activities
  • Regular visits to Richmond Park


  • ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, recognise legal boundaries and, in so doing, respect the civil and criminal law of England
  • understanding of the consequences of their behaviour and actions
  • interest  in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues.
  • Behaviour policy
  • Anti bullying policy
  • Take part in restorative conversations
  • ‘Talk to Us’ safeguarding posters
  • Worry box
  • School code of conduct
  • Assemblies
  • PSHE, RE and RSE curriculum
  • The Sunflower newspaper
  • School values
  • PSCO visits
  • Y6 Junior Citizen trip 
  • E-safety workshops
  • Raising money for charity and taking part in other fundraising events
  • Encouraging an appreciation of, and respect for, the work and performance of other pupils.
  • Rewards such as team points, whole class sunflower reward


  • use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds
  • willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively
  • acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.
  • See evidence above of how British Values are promoted in school.
  • British values assemblies
  • Rights Knights (pupil council) democratic vote
  • Vote for which charities to support throughout the year
  • Regular pupil voice opportunities so that children’s opinions are heard
  • Wide range of extra curricular clubs
  • School trips and residentials
  • Working together in different groupings and situations. 
  • Encouraging teamwork in PE and games.
  • Leadership roles: Rights Knights, team captains
  • Taking part in competitions inside and outside of school - sports events, maths challenge events, Dragons Den etc


  • understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others
  • understanding and appreciation of the range of different cultures in the school and further afield as an essential element of their preparation for life in modern Britain
  • ability to recognise, and value, the things we share in common across cultural, religious, ethnic and socio-economic communities
  • knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain
  • willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities
  • interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept and respect diversity. This is shown by their respect and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities
  • Using assembly themes to explore important aspects of both British heritage and other cultures, e.g. festival days, global events.
  • Curriculum developments to ensure there is clear diversity and representation
  • Local area visits
  • Opportunities to hear music from different composers, cultures and genres.
  • Opportunities to learn songs from different cultures and playing a range of instruments including African drums etc
  • Opportunities to study literature and art from different cultures
  • Studying the contributions to society that a diverse range of  famous people have made
  • Learning to speak Spanish
  • Visits from local community members - MPs, sports people
  • Visiting the local library and make regular use of the school library
  • Taking part in swimming lessons