Ethos and Values

The core values and beliefs of the school are mutual respect for one another, tolerance of others beliefs and opinions and an open honest approach in all we do. These truths apply to everybody at Highfield, children and adults alike.

As adults working with young children it is important for us to be aware of what we say and how we say it. As teachers we are leading role models for our pupils. The way in which we interact with children, is vitally important. Do we listen to them? Are our language and tone of voice appropriate? Do we, by our words and actions, provide a calm reassuring atmosphere for our children? An atmosphere which engenders trust and mutual respect, one where children feel at ease and free to approach their teachers to discuss any problems or concerns.

Such a school is not an ill-disciplined or free and easy going organisation. In fact discipline is not an issue as children and adults know clearly what is expected of them in work and conduct. In such an environment self-discipline is encouraged and grows as children respond to well defined school expectations. Such an environment is one where children are happy and enjoy coming to school.
Ill-discipline and confusion arise when expectations are not clearly defined and as a result confusion exists and nobody knows what is expected of them.

                                                                       

At Highfield we strive to provide such a secure environment where children are placed at the heart of the school and the education process. Our intention is to allow children to flourish and we constantly review what we teach and how we teach it. We view teaching and learning as a dynamic process where children and teachers are fully involved and where our core values underpin all we do.

Pastoral Care

We believe that good pastoral care is at the heart of a good prep school and at Highfield everything we do is for the benefit of the children and we place their needs at the heart of the school.

Overall responsibility for the pastoral care of both children and staff lies with the Headmaster, however the primary pastoral carer for the children, on a day to day basis, is the class teacher. If a child has a problem or is worried in any way then their first port of call is a chat with their class teacher.

The majority of problems are able to be resolved at this level. If there is a more serious concern then the class teacher would refer to the Key Stage Co-ordinator who would then help to resolve any difficulties. Failing that the Key Stage Co-ordinator and class teacher would refer to the Headmaster.

The same system applies throughout the school for all three Key Stages.

If parents have a concern then once again they should consult their child’s class teacher. If necessary the concern may be referred to the appropriate Key Stage Co-ordinator and should the need arise the headmaster may be involved to help resolve any difficulties.

                                   

The children follow a structured course in Personal, Social and Health Education, (PSHE). This work begins in the Foundation Stage and continues throughout a child’s time at the school. Weekly Circle Time sessions also take place. PSHE and in particular Circle Time play an important role in fostering good relationships between the children. The school has a PSHE Co-ordinator with specific responsibility for organising the teaching of PSHE and to act as an advisor for colleagues.

Assembly time and religious education also play their part in providing a good caring pastoral system helping to underpin the core values and beliefs of the school. These are mutual respect for one another, tolerance of others beliefs and opinions and an open honest approach in all we do. These truths apply to everybody at Highfield, children and adult alike.

We believe we have a welcoming, busy but above all happy community at Highfield. One where children look forward to going to school, one where children know they are valued and cared for, a school which encourages children to do their best where praise is often used. In this way we believe we provide the strong, supportive pastoral system that encourages, supports and celebrates children’s successes. We believe we have a school where children are at ease with themselves, their friends and their teachers; one where every child knows he or she is able to turn to any adult for help, reassurance and above all a friendly listening ear.