All Saints’ CE Primary School Personal Development

The personal development of all our pupils is of paramount importance to us at All Saints' and is an area that is consistently promoted with all our pupils. Our aim is to ensure pupils leave All Saints' having had a rich set of experiences and opportunities to develop their talents and interests, supported by engaging in experiences that ensure that they are aware of the world as a diverse place, and that they have a responsibility to play their part to ensure that the world in which we live is one that we all take responsibility for. Personal development lays the foundation for pupils; future well being, social skills and success. It builds positive personal traits, such as integrity, cooperation and resilient, essential for a child's growth. Through the implementation of what we consider a personal development curriculum, our pupils gain an understanding of diversity and inclusion; respect and tolerance and equality of opportunity supports our pupils to thrive together. 

By prioritising personal development, we will set our pupils on a path to becoming well rounded, responsible and resilient individuals in the future. 

At All Saints’, the personal development journey for our pupils is carefully sequenced, so by the time pupils leave us at the end of Key Stage 2, they have experienced a wide range of opportunities and experiences. What is set out below is enhanced through our extra-curricular offer. 

We define Personal Development as:

Developing: 

• Responsible, respectful and active citizens who are able to play their part and become actively involved in public life as adults 
• Pupils’ understanding of the fundamental British values of democracy, individual liberty, the rule of law and mutual respect and tolerance 
• Pupils’ character, which is defined as a set of positive personal traits, dispositions and virtues that informs their motivation and guides their conduct so that they reflect wisely, learn eagerly, behave with integrity and cooperate consistently well with others 
• Pupils’ confidence, resilience and knowledge so that they can keep themselves mentally healthy 
• Pupils’ understanding of how to keep physically healthy, eat healthily and maintain an active lifestyle, including giving ample opportunities for pupils to be active during the school day and through extra-curricular activities 
• Pupils’ age-appropriate understanding of healthy relationships through appropriate relationships and sex education 

Promoting: 

• 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 
• An inclusive environment that meets the needs of all pupils, irrespective of age, disability, gender reassignment, race, religion or belief, sex or sexual orientation 

Enabling: 

• Pupils to recognise online and offline risks to their wellbeing – for example, risks from criminal and sexual exploitation, domestic abuse, substance misuse, gang activity, radicalisation and extremism – and making them aware of the support available to them 
• Pupils to recognise the dangers of inappropriate use of mobile technology and social media 

Supporting:

• Readiness for the next phase of education, training or employment so that pupils are equipped to make the transition successfully