Robert Peel Vision

Our ‘Vision’ below details our ambition for the children during their time with us at Robert Peel.
 

At Robert Peel Primary School our vision is to develop confident, resilient and independent learners who are able to communicate effectively with others. Our aim is for the children to be happy in all aspects of school life and for them to aspire to be the best they can be.

We will achieve this through the teaching of a rich and diverse curriculum, with an emphasis on deep and sustained learning. The learning will focus on building up the children’s knowledge and skills over time and engaging them in real-life experiences. Children will have the opportunity to lead their own learning, question their understanding, develop their vocabulary and gain fluency through practise and rehearsing key skills. Our intent is that children gain a passion for learning and take the skills, knowledge and learning behaviours they have gained at Robert Peel into their next phase of education and adult life.

 
Our vision and educational ethos is based on helping children become better learners and develop learning behaviours and attitudes which will not only serve them well at school but also as they boldly go through the journey of life.
 
The learning behaviours our Vision promotes are:

Why promote these learning behaviours?
It is about the individual learner and their personal ‘disposition’ towards learning. These behaviours help the children become a better learner if they are practised throughout their school life. They are something that can be learnt, practised and improved and the school promotes these because:

• They promote a learning culture that encourages children and teachers to become better learners
• They enable children to approach difficulties in learning without fear of failure
• They allow the children to take small steps within learning
• They develop and encourage confidence even when challenges are faced
• They are not additional to teaching but are grounded within everyday teaching and learning and all strands of school life
• They enable the children to have the ability to understand learning processes
• They bring out a sense of joy and excitement about learning
• They aspire children to communicate positively and have confidence to work on their own or with others

 
Why are we developing these learning behaviours at Robert Peel?

We believe that our Vision to develop these learning behaviours will allow us to foster and nurture these attributes in all the children in their learning.

We hope that these behaviours will begin to spill over into life outside school, where you will be able to reinforce the ideas by encouraging the children to use these behaviours in their everyday lives. The idea is that these attributes to learning are like a muscle and with the right kind of exercise they can develop and grow in strength and stamina. This is what we are aiming to develop in the children.
 
What do these learning behaviours look like?
 
Aspiration
“I can set and review my own targets for learning.” “I can see where my work will lead me.” “I know when a piece of work has been completed to the best of my ability.” “I am happy to make changes from original ideas.”
 
Independence
“I can choose and use equipment needed for a set task.” “I do not allow myself to get distracted easily. “I can follow my own line of enquiry.” “I enjoy taking responsibility.” “I can think about more than one way to solve a problem.
 
Confidence
“I give my best effort in everything I do.” “I am happy to give an opinion and explain it.” “I know that by working hard I will be successful.” “I am willing to have a go at something new.”
 
Happiness
“I ask lots of questions.” “I use my imagination and share my thoughts with others.” “I have lots of ideas that I am happy to share.” “I am involved in clubs or groups.” “I am happy to work with different children or on my own.”
 
Communication Skills
“I am able to put my point of view across in a positive way.” “I can express myself using complete sentences.” “I can hold the attention of listeners by adapting the way I talk.” “I can participate fully in paired and group discussions.”  “I ask questions to clarify or develop my understanding.”

Resilience
“I keep going even if something is hard.” “I don’t mind making a mistake as I can learn from it.” I am able to say what went well and what I could do better next time.” “I keep pushing towards my targets even if I find it hard at times.” “I can use trial and error to work through a problem.”

How you can help at home?

• Ask your children about their learning from that day at school.

• Use the language of learning when undertaking tasks at home.
• If your child becomes stuck in their learning ask them to think of what they would have to do at school to get “unstuck”.
• Welcome and foster your child’s questioning spirit as much as you can.
• Involve them in your own learning activities. Try to “think aloud” as you try a new recipe or struggle with a bit of DIY. It helps children grow if they see that you too can struggle with uncertainties and cope with them.
• Read together and talk about the book.
• Praise your child when they persevere and don’t give up.
• Help them to find interests and activities that are really absorbing.
• Talk with them about what helped them to concentrate and manage distractions.
• Demonstrate making links between different ideas.
• Don’t allow your child’s imagination to shrivel up!
• Help them to find ways of using resources such as reference books, dictionaries and the Internet.
• Encourage them to take responsibility for preparing for school.
• Demonstrate and model being a good learner and work, play and learn alongside your child.