Our Values

Children are involved in democratic processes and are encouraged to take opportunities which may lead to roles with some responsibilities.

• Pupils in KS2 who wish to take on the role of School Ambassador apply for the position by giving a speech to the SLT. In KS1, teachers select pupils to become School Ambassadors. Meetings are regularly held to enable the views of pupils to shape worship, fundraising and school improvements. 
• Children in Year 6 are invited to put themselves forward to be members of the Sports Crew.  Sports Crew assist in inter-school events by refereeing, acting as officials and ensuring the smooth running of the event. In addition the Sports Crew plan and lead lunchtime sporting events encouraging the whole school to remain active and learn new skills.
• Pupils from KS2 are invited to become digital leaders. They attend meetings with the Online Safety Team, giving feedback on pupil issues and are proactive in educating the school about online safely.

Democracy, parents and the wider community:

Our school operates an ‘open door’ policy. Parental views and feedback are regularly encouraged.

Pupils understand the importance of rules within the school and help to select appropriate rules to create a safe and respectful school environment.

• The school rules are reinforced in the classroom. All behaviour is linked back to the school values.
• The RAISE points system reinforces the school values and recognises those children who consistently demonstrate these.  The consequences of poor behaviour choices are understood by children and consistently applied across the school.
• Children are taught how to access the internet safely. They have a pupil voice in the form of digital leaders.
• Year 6 take part in a Bikeability week of training when they learn the rules of cycling safely on the roads.
• Year 5 and Year 6 take on positions of responsibility and leadership when they organise and support the KS1 Sports Day.
• In sport, the children understand that there must be rules within games to keep things equal and fair and to keep the playing environment a safe one.

Rule of Law and the wider community:

• Year 6 host and lead the annual MultiSports meeting with a local school within our cluster. They learn that keeping to tight rules is essential for the safe running of such an event.
• The school maintain good contact with authorities such as the Police and the local Fire Service. Visits from both regularly take place. 

At Jolesfield, the opinion of every child is valued. The possible consequences of different choices are regularly discussed. Children are actively encouraged to make good choices and be independent thinkers knowing that they are in a safe and supportive environment.

• Our school vision supports a love of learning and self belief.  
• We promote the choice of activities, resources and equipment within their classroom learning and on the playground.
• Children are taught how to reflect on their learning and identify next steps through a scoring and traffic light system.
• At break times the Sports Crew promote positive play and widen the choice of equipment and games.
• All classes have their own monitor duties, Year 6, however, have key roles of responsibility that benefit the school community as a whole. These include librarians, worship monitors, lunchtime helpers and Reception Class Buddies.
• The children have the opportunity to attend a wide range of extra-curricular clubs. Alongside the daily sports clubs, there have been choices of clubs for singers, art and craft lovers and budding linguists.

We accept that Jolesfield is not situated in a culturally diverse area, so we actively identify ways to promote a broad understanding of diversity. We teach our pupils to value everyone as unique individuals following the Diocese of Chichester’s teaching “All God’s Children” . In particular:

• The Behaviour Policy is designed to give children the confidence to make those choices that allow our school community to live and work together in a mutually beneficial way. It aims to promote an environment where everyone feels happy, safe and secure.
• Everyone in our school community is expected to uphold the school values.
• The achievement, attitude and well-being of every child matters, and inclusion is the responsibility of every person within the school community. This is reflected through the Inclusion Policy, SEND Policy and SEN Information Report.
• Opportunities are sought to develop a better understanding of diversity through working with other local schools, for example, Year 5 attending a diversity day at Steyning Grammar School 
• Pupil Premium is used to ensure academic and emotional support for children and to enhance provision and resources in other non-academic areas.
• Weekly assemblies take place to celebrate and promote the school values, awarding pupils with certificates for consistently demonstrating our values. There is respect for all awards and achievements received both in and out of curriculum/school time.
• The children are encouraged to work in many different groups or in different pairings so they naturally accept ‘working with others’.
• The children become used to and accepting of open days and performances when the outside community is actively invited into the school.
• In sports activities, the children act in a positive and encouraging manner showing mutual respect for all in a sportsmanlike environment. During external competitions, they show pride in their school as well as respect for their opponents.
• RE sessions are planned to  teach about a range of different religions and cultures. As a part of this, people of different faiths are often invited to visit the school and share how their faith shapes their life.
• Children are taught through worship and RE lessons to understand the religious celebrations of different faiths. 
• Honouring the fallen on Remembrance Day and those actively engaged in fighting across the world.
• Assembly themes – linked half termly to RSHE.
• Specific teaching in RSHE is adapted to reflect current events such as the rise in misogyny through the influence of Andrew Tate.