Spiritual, Moral, Social and Cultural Development

We place a high priority on our core values and school vision, which supports Social, Moral Spiritual and Cultural development.

Developing learners who are confident, well-informed and demonstrate self-control is important to us. From the first term in Reception, children assemble as a whole school and celebrate our values of Respect, Trust, Tolerance and Determination.

SMSC is woven into every curriculum theme with opportunities for pupils to share ideas, think critically and begin to develop informed opinion. Through the Restorative Practices of our Behaviour for Learning system, pupils are able to talk about their thoughts, feelings and actions in response to events or a moment of poor choice. Circle Times and responses to Restorative Practices provide further opportunities for SMSC and Personal, Social and Emotional development. Forest School ethos supports the school vision to promote self-esteem and confidence for all learners.

Teaching for Personal, Social, Health and Economic education is delivered through the use of the Jigsaw programme from EYFS to Year 6.

The programme is divided into six half-termly units: Being Me in My world, Celebrating Difference, Dreams and Goals, Healthy me, Relationships and Changing Me. Each session begins with a mindfulness moment and continues with progressive units to meet the age-appropriate needs of the pupils.

Religious Education

Using Discovery RE, pupils learn about faiths, belief systems and respect for others.

Our school is non-denominational and equal respect and tolerance is demonstrated for all beliefs and non-beliefs through cultural celebrations, religious observances and International links. Prejudice, racism, gender-discrimination and bullying are not tolerated and, if necessary, pupils are encouraged to identify these through careful guidance from teachers. It is our aim that pupils will be prepared to be the global citizens of the future.

We have a House system which the pupils join in the Summer Term of EYFS. The House system provides opportunity to work together for a shared goal and compete as part of a team. Celebrations and rewards are given as part of teams in addition to individual awards for pupils.

A School Council consists of a pupil to represent the views and ideas from each class in a democratic way. The School Council meets regularly and pupils are able to participate in school improvement, encouraging them to be engaged members of the community with rights and responsibilities.

The UNICEF Rights of the Child are recognised and celebrated in our school.

What Makes Maylands Unique?

Drapers' Maylands Primary School PSHE (Personal, Social, Health Education) Policy

The health and well-being of pupils is given priority. The School Meals Policy ensures that pupils have access to a balanced diet of hot meals at lunchtime in addition to snacks provided from EYFS onwards. Pupils are expected to bring a water bottle and have access to fresh drinking water to stay hydrated throughout the day. A healthy lifestyle and changes in the human body are part of the science curriculum but supplemented by age-appropriate sessions as pupils develop physically. In addition, health and mental wellbeing is supported through the Thrive programme and promoted through school ethos and shared values.