Pupils at Christ Church C.E. Primary School - Vision & Values page
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Vision & Values

At Christ Church, our vision and values are at the core of everything we do. They underpin our teaching and learning, and provide an environment which prepares our pupils as confident, happy citizens. Our mission statement is:

Growing and learning together in Christ

At Christ Church Primary School we aim to:
  • Create an inclusive, happy secure and caring community that celebrates the individual contribution of every child.
  • Promote a positive attitude to learning through enjoyment of school life and in doing so enable children to become confident and independent lifelong learners.
  • Provide an ordered environment that encourages individuals to take responsibility for their own behavior and exercise self-discipline.
  • Offer a stimulating curriculum matched to the needs of each child, enabling each to achieve the highest possible educational standards. We will seek to enable children to think creatively, to solve problems and to develop an enjoyment of learning as a means to making the best possible progress during their time with us.
  • Encourage pupils to explore and develop their Christian faith and gain an understanding and respect for the faiths and beliefs of others.
  • Educate our children to be sensitive, tolerant and caring towards themselves, their peers, the community at large and the environment and to celebrate diversity.
  • Develop positive learning partnerships between home and school, Church, community and link schools so that all are involved and participate in the children’s education.

We aim to create an ethos where children have respect for others, where they are encouraged, praised, find fairness, security, approval, acceptance and friendship and where every effort is made to cater for their individual needs.

The spiritual, moral, cultural, mental and physical development of each child will be based upon the values and virtues of our society’s Judaeo-Christian tradition: love of God; love of neighbour; the pursuit of truth and justice; the challenge of service and duty; and the experience of trust and forgiveness. Our core Christian Values are: Love, Compassion, Truthfulness, Trust, Forgiveness, Service, Friendship, Hope, Respect, Peace, Creativity and Kindness.

These values and virtues find expression in the curriculum, character and life of the school through:

  • Spiritual development which fully recognizes the religious dimension of education throughout the curriculum and in the daily act of worship;
  • Moral development which builds character, enabling each child to have the courage to do what is right;
  • Cultural development which incorporates the Christian heritage of this country as well as the contribution made by other religions and cultures;
  • Mental and physical development which releases each child’s full potential to grow in the image of God.
  • Christian education will be explicit not only about the values underpinning it but also about the beliefs that give rise to those values, deriving from life, teaching, death and resurrection of Jesus Christ.
Summary Statement

Our school is a Christian community that encourages the faith and educational journey of all its members. We seek to provide high quality teaching and learning within a caring, secure environment where all achievement is recognised and celebrated.

Pupils and teacher at Christ Church C.E. Primary School - Vision & Values page

British Values

The DfE have recently reinforced the need ‘to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.’

The Government set out its definition of British values in the 2011 Prevent strategy, and these values have been reiterated in 2014. At Christ Church C.E. Primary School these values are reinforced regularly and in the following ways:


Children are listened to and are taught to listen carefully to others. Children are taught to respect the right of individuals to have their voices and opinions heard.

They are taught to discuss issues in a balanced and calm way.

Each year the children review the school golden rules to ensure that they are still relevant.

The school council meets regularly and discusses issues raised in class or as a whole school. each council member is voted for by their own class.

Children have an annual questionnaire where they are able to put forward their views about the school.

The Rule of Law

The importance of laws, whether they be those that govern the class, the school or the country are consistently reinforced at Christ Church.

Pupils are taught from an early age the value of the Golden rules. Children are taught the value and the reason behind the rules and the laws, that they govern and protect us, the responsibility this involves and the consequences when laws are broken. Visits from authorities such as local councillors, Police and the fire service help to reinforce this message.

Individual Liberty

At Christ Church, children are actively encouraged to make the right choices, knowing they are in a safe and supportive environment. Children are expected to take responsibility for their own actions and to understand the consequence their actions might have. We educate and provide boundaries for children to enable them to make informed choices, through a safe and supportive environment. The understanding of rights and responsibilities are promoted through acts of collective worship, e-safety, PSHCE

Mutual Respect

Mutual respect is a core value at Christ Church. Children learn that their behaviours have an effect on their own rights and those of others. All members of the school community treat each other with respect.

Tolerance of those with different Faiths and Beliefs

Christ Church school is situated in an area that is not greatly, culturally diverse. The school recognises its role in preparing children for life in modern Britain. We actively promote celebrations of different faiths and cultures. The religious education syllabus is the Manchester Diocesan syllabus. Through RE and personal and social education we reinforce messages of tolerance and respect.

The Curriculum

Staff regularly review the curriculum to ensure that it promotes the areas above. It also ensures that pupils are taught about key events and figures in history. Events during the year celebrate culturally diverse occasions and memorable events taking place in the country.

At Christ Church C.E. Primary we will actively challenge children, staff or parents who express opinions that are contrary to fundamental British values including extremists views.


Christ Church CE Primary School is committed to the principle of equality for all pupils irrespective of race, religion, gender, language, disability or family background, and to the active support of initiatives designed to further this principle. We believe that equality is at the heart of good educational practice. All pupils are of equal value and deserve equal access to every aspect of school life. They have equality to learn and work towards their highest possible levels of achievement. The vision and values which we uphold as a school help to emphasise equality for all staff and pupils at all times. All personnel are responsible for ensuring that we implement this policy.

Equality means that discrimination on the basis of race, religion, gender, sexuality, language, disability or family background is not acceptable. 

Aims & Objectives

We aim to ensure that every member of the school community is given equality to achieve their full potential – each individual is entitled to work in a supportive environment. In order to achieve this we are committed to:

  • equal access and treatment for all
  • being responsive to changing needs
  • educating and informing children and parents about the issues in this policy
  • avoiding prejudice
  • promoting a positive self-image and mutual respect, regardless of differences, rather, celebrating diversity
  • providing for all, according to their needs
  • ensuring that equality of opportunity permeates the whole curriculum and ethos of the school
  • using resources and examples which provide a positive image of all groups
  • acknowledging the richness and diversity of British society and to prepare children for their part in this
  • working to an agreed code of conduct which can be modified, monitored and evaluated according to current best practice
  • developing a positive attitude to equality by all staff, children, parents, governors and all who participate in the life of the school 

We recognise that discrimination can be overt or covert. Covert discrimination relates to the assumptions, beliefs and values acquired over a long period of time which affects instinctive responses.


We take practical steps to ensure that we do not make assumptions about pupils’ participation in activities based upon their gender. Our organisational structure, behaviour policy and curriculum are applied to all, regardless of gender. Classes are formed on a chronological basis and class groupings are flexible. Grouping into sets of girls or boys only is discouraged, except where doing so provides equal access for all.

Participation rates for both genders are tracked by members of staff undertaking after school club provision and, other than in gender specified clubs such as ‘Girls’ Football’ ‘ all after school clubs are open to pupils of both genders. The school’s Games and Physical Education subject leader tracks rates of participation in all aspects of physical education to ensure that rates are equal and high for both genders. The school’s Personal, Social and Health Education curriculum (PSHE) seeks to build upon these principles to ensure that key messages of participation in all areas of school life are communicated to staff and that, for example, disability should not be a deterrent in participating in all aspects of school life at all levels. 

We analyse our SATs test results by gender in order to ensure that we identify any issues which need addressing related to perceived gender bias. When asking children to carry out tasks or represent the school, boys and girls are used equally. All extra – curricular activities are open to both sexes.

Race, Faiths, Languages and Family Background

We have represented in our school population many different nationalities, faiths and family backgrounds and organisations. Racial discrimination is unlawful and we aim to help our pupils to develop concepts, skills, attitudes and ways of behaving which will promote good relationships and prevent ignorance and prejudice.

Children sometimes experiment with racist expressions which they have heard through the mass media or from the community and do not understand how hurtful and harmful they can be. We aim to treat such incidences sensitively and firmly because all have the right to be protected from insults, abuse and bullying. The Racist Incident Policy details the action to be taken in the event of such an incident. Monitoring will allow us to identify trends which need addressing.

Children and other adults are encouraged to contribute to school life from the richness of their heritage and religion. They share experiences and learn from one another through enquiry, investigative and collaborative work.

The 1981 Education Act and the Education Reform Act of 1988 placed the onus on class teachers to access the curriculum to all children equally. Curriculum 2014 requires a breadth, balance, relevance and differentiation which will enable each pupil to participate at an appropriate level. The match of pupil to a modified curriculum is relevant to the exceptionally gifted child as much as to the child experiencing difficulty in learning. These issues are addressed in the policies for SEN and Gifted and Talented.


The school values diversity amongst the staff. In all appointments the most suitable candidate will be appointed on professional criteria and recruitment carried out in a manner consistent with ‘equality for all’ practice. 

Positive action

Positive action will be fostered in line with current best practice.

  • Staff will use examples in their teaching to demonstrate the advantages of a mixed society and the contributions of individuals of all genders, races, age groups, etc
  • Team work is encouraged in all aspects of school life to show the advantages of pooling experience, knowledge and various viewpoints
  • Positive action, especially by pupils, will be rewarded
  • Assembly times will reinforce good behaviour in the area of equal opportunities and involve peer groups in the approval (or disapproval) process
  • Clear and consistent messages will be given regarding the school’s values