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Values Based Education

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Values Based Education. 


At DCPS we want our children to develop a set of skills and values for life. 

Through a child and parent survey we have developed at set of values. 


FISH! Philosophy “choosing one’s attitude; having fun and being friendly; making someone’s day, and being present”

The FISH Philosophy consists of 4 principles which we believe at DCPS will help all of learn, develop and achieve.

F – Fun and friendly: a positive, welcoming, enthusiastic attitude creates the perfect environment for learning. Being creative, enthusiastic and having fun. Play is the spirit that drives the curious mind, as in “Let’s play with that idea!” You can bring this mindset to everything you do.

I – Involved: immersing children in the opportunities offered.

S – Show the right attitude: responding positively to the events of each day. Having a spirit that drives the curious mind and leads to the development of having a growth mindset.

H – Help others: being the glue that brings the team together: finding simple ways to support others, being unselfish and generous. Be emotionally present for people, showing a respect that improves communication and strengthens relationships.


Values Based Education is ………

A value is something that helps you think and behave well through your life. Values are things we believe in, that help us to make decisions about how to behave. They are the principles that guide our lives.


Values Based Education

At DCPS we provide a safe, happy and caring environment. We work hard, enjoy learning, and have high expectations of ourselves and others. This is achieved through positive attitudes, creative approaches to learning and teaching, and high standards of behaviour. We want children to leave us equipped with the life skills needed to become well-balanced, respectful citizens.


At DCPS every individual is valued for who they are and what they contribute to the school. Our Values Education is intended to support the personal, social and spiritual development of every pupil throughout the school. Everyone is involved in promoting values and recognising where others are ‘living the values’. The values developed through the Values Education have been selected as values which are important within the school community and which will be important throughout life. The values are woven into everything that we do. We have also included values that have been identified by the pupils and parents.



We recognise that everyone learns differently and that positivity, resilience, goal setting, self-awareness, cooperation and making mistakes are all part of learning.

Our aims are to:

  • Promote and encourage independent learning.
  • Teach in an innovative way that encourages passion and motivation in children and staff. Quality teaching is based on strong relationships, high expectations, an exciting and immersive curriculum.
  • Have a school ethos where everyone works together to create a safe, healthy, fair and caring environment that encourages kindness, enhanced self-esteem and respect for others.
  • Encourage pupils to appreciate and understand the world in which we live (home, school, local community and beyond) and become responsible global citizens.
  • Improve behaviour, conduct and self confidence by developing strong values within the pupils at the school.
  • Develop pupils understanding of what values are and why they are important in life. Encourage children to ‘live the values’ in all aspects of their lives both in school and out. Promote values to pupils in every aspect of school life.
  • Promote values in the way in which adults interact with each other and with pupils Display our school values and encourage all visitors to take account of them in their time in the school.
  • Encourage parents to support the programme at home by promoting the ‘value of the month’ to parents in newsletters.
  • Enable children to focus upon the positive aspects of themselves that they can value, thereby reminding them of their individual worth, their worth in the school and wider communities and the worth of those communities themselves.
  • To raise standards by promoting a school ethos that is underpinned by core values which support the development of the whole child as a reflective learner within a calm, caring, happy and purposeful atmosphere.


Values Education Programme consists of a set of values identified by everyone as a set of values for life. Each month a new value is introduced, developed and promoted by all staff in every aspect of school life.

Learning and Teaching

We have developed a programme of school assemblies that introduce and explore a value each month.

  • Children are encouraged to be actively involved in exploring their understanding of values.
  • Staff model the value through their own behavior and explain the meaning of the value.
  • Pupils have opportunities to reflect on the value and what it means to them and their own behaviour.
  • Pupils reflect on the value and what it means to them and their own behaviour and are encouraged to use the value to guide their own actions
  • Opportunities such as Circle Time and PHSE lessons are used for discussions about values.


Children’s Needs

In order for the school’s purpose to be effective and for the values to be meaningful to the pupils, the staff understand that the basic needs of children are:

  • To be loved.
  • To feel secure and know clearly what is expected of them.
  • To be valued.
  • To have a balance of activities – active/passive; quiet/talking; communicating/reflective; taught skills/exploratory work.
  • To have help to develop social relationships.
  • To develop self‐awareness, emotional intelligence and a knowledge of the world outside of themselves.
  • To have creative experiences.


Teacher Conduct

In order to try to meet the needs of children, staff are consistent in their own behaviour and in their expectations of the children. They:

  • Try to live the values: we teach best by being role models and know that values are very much 'caught'.
  • Value all the children.
  • Display great patience and listen carefully to children.
  • Focus on and emphasise the positive.
  • Face reality and help pupils to come to terms with difficult issues as they arise, such as death.
  • Only disapprove of poor behaviour, never the child.
  • Try to make time for one another.
  • Are mutually supportive.
  • Speak quietly and avoid shouting.
  • Have a good sense of humour.


Pupil skills

Throughout the school the development of the following skills which contribute towards reflective thinking about values are encouraged:

  • Displaying politeness and good manners to everyone in school.
  • Speaking quietly where appropriate, and politely to others.
  • Listening carefully to and thinking about what others are saying.
  • Reflection.
  • Empathy and tolerance.
  • Using imagination.
  • Being able to express feelings constructively, thereby learning to manage feelings and resolve conflicts through discussion, understanding and practise.
  • Articulating thoughts clearly in order to enhance communication skills.
  • Developing positive attitudes to work and play.
  • Accepting personal responsibility for actions.
  • Care and respect of other people’s property.



Activities that promote Reflective Thinking

Teachers are especially mindful of the activities that promote positive thinking and incorporate these into their teaching as much as possible. These include:

  • Creating a peaceful climate in the classroom and on the school site.
  • Taking children to environmentally beautiful places to experience peaceful places and encourage them to value them.
  • Pupils are involved in the assessment of their own work and in setting their own targets for their work and behaviour.
  • Giving time in class for pupil to respond to some of the basic needs within us: friendship, love co‐operation, to clarify their understanding of values.
  • Giving opportunities for decision making.
  • School’s behaviour policy that clearly defines how the school puts emphasis on behaving well and positive thinking.
  • Helping children to be relaxed and unstressed but focused on their activities.
  • Allowing opportunities for children to sit and work in silence to think through their own thoughts.
  • Opportunity for role‐play so that skills associated with negotiation, cooperation and assertiveness are developed. This helps children to understand the potential consequences of giving way to peer pressure.