Warden Park Secondary Academy

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Character DEVELOPMENT

Our Character Mission Statement

At Warden Park Secondary Academy, we believe that the development of every students’ character is fundamental to our purpose.  Our aim is to empower all of our students with the understanding that their character is equally as important to their future happiness and success in life as academic learning and qualifications. To this end, we aim to help each student develop their character and to set them on a lifetime journey of character development.

Character education is an integral part of school life. It underpins our school ethos and dictates our values and is embedded across the Academy in the following ways:

Curriculum: All curriculum areas have designed their curriculums to focus on character traits in their teaching and learning. Please visit our 'curriculum overview' page where you will be able to access our curriculum maps for each subject to learn more about how each subject area is focusing on character.  We also have bespoke curriculum areas called Character in action, Health & Wellbeing, Ingenium and Raise which embody the development of specific character traits. 

Assemblies: All assemblies have a Character focus which is further explored through the tutor programme. After the assembly students will be encouraged to think carefully about the main messages in the assembly and how these messages relate to them.

The Year 8 Graduation programme: This special programme for Year 8 is designed to help students prepare for Key Stage 4 and is firmly structured around the development of character. 

Student Reporting: Each student is assessed across all curriculum areas on CfL (Character for Learning). Our CfL grades are shown in the table below along with the descriptors of what each grade means.  Grades are 1-4 and have an associated term that accompanies them ie Role Model, Consistently Engaged Learner, Inconsistently Engaged Learner, Disengaged Learner.  The table also shows our CfL targets. Each subject teacher will issue the student with a target which helps the student to understand their 'next steps'. CfL grades and targets are 'live' which means that teachers can update them at any time in order to give the student the most up-to-date picture of their character for learning. In addition, all students receive a CfL Score once a half term. This is an average score that takes into account their CfL in the classroom and outside the classroom. Excellent CfL scores allow students to access certain rewards at the academy. 

The Kindness and Wellbeing Council: This group has a specific role in promoting kindness and wellbeing across the school. 

Behaviour for learning policy :Our behaviour for learning policy and pastoral system is based on developing students empathy, self-control, and sense of responsibility. The school takes a restorative approach to resolving conflict and preventing harm. Restorative approaches enable those who have been harmed to convey the impact of the harm to those responsible, and for those responsible to acknowledge this impact and take steps to put it right.

Enrichment programme: There are many clubs that students can take part in throughout the year which allow them to develop teamwork, creativity and leadership skills as well as igniting their own passions. Enrichment week takes place in July where the timetable is collapsed for a week and students take part in a rich variety of activities and trips including : Exchange visit to France and Spain, camping trips, archery, rock climbing, water sports, and sponsored charity walks.

Student leadership opportunities :There are a plethora of societies, councils and groups that students can join not just for their own enjoyment, but also as a mechanism to be involved in school improvement.  Some of the opportunities include: joining the school eco council, becoming a student librarian, being a member of the senior leadership team, joining the 'Kindness and Wellbeing council'.  Click here for more information on enrichment.
 

Staff development and Training: Staff have regular whole school INSET  on implementing the development of character within their responsibility areas. This includes training that has its roots in Martin Seligman's work on PERMA, which underpins our character and wellbeing framework.  To find out more about what this means please see here Staff are also required to consider and develop their own character development as part of continuing professional development here at Warden Park Secondary.