Values and Ethos

Our values and ethos are at the core of everything we do. They underpin our teaching and learning, and provide an environment which prepares our pupils to be confident, happy learners.

Vision Statement

Church Aston Infant School is committed to the provision of an outstanding educational experience for each and every pupil.

We are positive in the development of partnership between home and school and believe excellent partnership has a direct impact on pupil learning.

We believe the school is central to the community it serves and we are keen to foster good relations and involvement in community projects.

At Church Aston Infant School we aim to help children develop responsible attitudes towards their learning, fellow pupils and others in an ordered and caring environment.

We consider it vital for each child to explore the world around them and to make sense of the world they live in. We recognise the individuality of the child and aim to enable each child to develop their creativity and full potential. Each child should have an opportunity to follow a curriculum that is child centred, specific to the needs of the individual and takes account of previous experience.

The school believes strongly in developing global dimension and enhancing the life experiences for our pupils by developing their understanding of language, cultures and knowledge of places in the world. We are passionate to promote a positive view of the very different world we live in through creative partnerships with schools across Europe and further afield.


  • To provide a stimulating and creative learning environment where pupils are happy, safe and secure.
  • To enable all pupils to enjoy learning and achieve to the best of their ability both academically and through a broad curriculum that includes creative arts and sporting activities.
  • For each child to have the opportunity to learn from a curriculum which provides challenge, is child centred, meets their needs and takes account of the child’s previous experience.
  • To ensure all pupils have fairness of opportunity regardless of gender, race or abilities.
  • To enable pupils to develop responsible attitudes towards their learning, fellow pupils and others in an ordered and caring environment where pupils develop responsibility for their learning, behaviour and engagement in a healthy lifestyle.
  • To provide an outstanding curriculum that is creative and innovative whist ensuring basic skills in reading, writing and mathematics are acquired.
  • For staff to have the opportunity to engage in Continuous Professional Development to ensure their practice is always up to date and of the highest quality.
  • To engage and communicate with parents and carers in a positive way to ensure effective partnerships that supports every child.
  • For governors to take an active role in the life of the school and support the work it does for the benefit of all pupils.



A child’s learning is composed of developmental stages. Progress of each child is at a different rate, thus there is a need for differentiation in the way the curriculum is delivered, particularly in Literacy and Numeracy.

Best learning occurs when there is a wide range of stimuli, well thought out and carefully planned. Delivery is best achieved through a topic approach, based on a rolling programme of content to cover the requirements of the National Curriculum and what we feel is also important for the children to learn.

There is a need for the opportunity to revisit and revise certain learning objectives in order for the children to consolidate and internalise that learning, and perhaps change their points of view or opinion. Revisiting also allows the flexibility necessary for children to acquire knowledge and skills, which they may not have attained on a previous visit.


There is no correct teaching method. The child’s learning can be facilitated by a range of teaching styles and techniques. This may involve teaching the whole class, or groups or individually.

Good teaching style depends on the method employed, planning, classroom organisation, management of the children and the personality of the teacher.

We have an open mind to new developments, and we investigate methods new to us, whilst retaining what is best for us from tried and tested practice.

There must be a good relationship between Head teacher and all staff. Each teacher must be regarded as a professional in their own field, and allowed the freedom to plan their own course of action. The Head teacher will monitor and advise accordingly.


We see no need to discriminate between genders, and we believe it is our role to support children in building their self-esteem and confidence regardless of sex. We monitor teaching material for unsuitable inclination.


The child should try to display their best behaviour at all time, and it may be necessary to make them aware of what is an acceptable code of behaviour.

To achieve this, we have introduced a behaviour agreement in which the children are fully involved. Through the children’s personal and social education, we try to achieve an atmosphere of trust and care between children and adults in our school.


The child will not be able achieve their full potential a person, and develop positively as a learner, unless they are happy, settled and secure in school. Learning should be fun. The focus for learning can be presented with this in mind. All involved - teachers, parents and children - acquire more knowledge, and will be equipped with better skills from experience that has enjoyment built into its Prime Directive.


We want the child to be stimulated by their surroundings in which they learn. School should be a bright stimulating environment with a variety of approaches to the way in which we create the atmosphere which will enhance our children's learning experiences.

School should be a place that reflects the high standards that we hold vital. We place emphasis on a well-ordered environment, where equipment is well organised and displayed. We allow pupils easy access to use equipment for themselves, and we make them responsible for both its care in use and in clearing it away.

Display plays an integral part in the child’s learning. Displaying a child’s work carefully and thoughtfully shows them that we value their contribution. If we provide an example of our own high standards in doing this, then this may be reflected in the quality of the work done by the child.

The provision of furniture should reflect the need for comfort as well as classroom organisation, and provide maintenance of correct body posture. Our children will be taught how to care for their environment, to look after it and keep it safe and secure to work and play in.


The environment this generation creates is the legacy we leave to our children for their future. We make our pupils aware of environmental issues both at home and further afield. We try to give our children knowledge and ideas in order to grow up and try to make their contribution to influencing others in the preservation and protection of the Earth’s environment.


We share our school with the parents of the children we teach. Parents have an enormous role to play in the education of their children; we aim to make this role a positive one and a partnership between parents and school.

We welcome parents into school in whatever capacity they feel able to offer, e.g. helping with reading activities, number games and activities, cookery, art and craft, forest school, swimming, etc. We value the help parents give at home with reading and homework tasks and in the compilation of holiday diaries. We have produced guidance for parents in the form of a pre-school booklet, practical home/school learning boxes, e.g. maths boxes and website links.

In addition, we give parents access to password-protected online learning programmes designed to be specific to the young age of the children.

We appreciate the efforts made by the Friends of School Association and are keen to support, encourage and take part in the work they do whenever we can.