Character Education at Wold Newton Foundation School
At Wold Newton Foundation School, character development is at the heart of our mission to ensure every child can Aim, Aspire, Achieve. We believe that education is not only about academic success but about nurturing pupils who are confident, compassionate, resilient and ready to contribute positively to the world around them. Our small, nurturing environment allows every child to be known as an individual, enabling staff to model positive relationships and guide pupils in developing the personal qualities, values and virtues that will support them throughout their lives. This approach aligns closely with the 2025/26 Ofsted framework, which emphasises pupils’ personal development, wellbeing, and spiritual, moral, social and cultural growth.
Character education at Wold Newton is intentionally woven through our curriculum, daily routines and wider school life. Through programmes such as One Decision, Picture News, Religion & Worldviews, and our rich assembly programme, pupils learn to reflect on their actions, understand the perspectives of others and make thoughtful, responsible choices. Our curriculum provides meaningful opportunities for pupils to develop resilience, independence, teamwork and empathy—whether through outdoor learning, community engagement, creative projects or collaborative classroom tasks. We encourage pupils to take pride in their achievements, persevere when faced with challenge and celebrate the successes of others.
We actively promote British Values and the protected characteristics through discussion, story, debate and real‑life application. Pupils learn about democracy, fairness, individual liberty and respect for difference in ways that are age‑appropriate and rooted in real‑world contexts. Picture News, in particular, helps pupils explore current events, diversity and global citizenship, enabling them to develop curiosity, critical thinking and a strong moral compass. Our inclusive ethos ensures that all pupils—including those with SEND and those who are disadvantaged—access the full breadth of character‑building experiences.
Beyond the classroom, pupils develop character through leadership roles, community events, enrichment activities and opportunities to contribute to school life. Whether supporting younger pupils, caring for our school environment, participating in performances or representing the school in the community, pupils learn to act with integrity, kindness and responsibility. These experiences help them develop confidence, self‑worth and a sense of belonging—key indicators of strong personal development under the new Ofsted framework.
Ultimately, our aim is to equip every child with the character strengths they need to thrive: to be resilient in the face of challenge, respectful in their relationships, reflective in their thinking and aspirational in their goals. At Wold Newton Foundation School, character education is not an add‑on; it is a golden thread that runs through everything we do, shaping pupils who are ready to make a positive difference in their school, their community and the wider world
Benchmark
What kind of school are we?
• How clearly do we articulate the kind of education we aspire to provide?
• How do we ensure that all members of the school community (e.g. staff, pupils, parents/carers, governing body) understand and share our aims?
• How effectively do we create a sense of pride, belonging and identity in our school?
What are our expectations of behaviour towards each other?
• Are we clear on the importance of discipline and good behaviour in school life? How do we promote this understanding?
• How well do we promote consideration and respect towards others (pupils and adults), good manners and courtesy?
• How well do we promote a range of positive character traits among pupils?
How well do our curriculum and teaching develop resilience and confidence?
• Is our curriculum ambitious for our pupils? Does it teach knowledge and cultural capital which will open doors and give them confidence in wider society?
• Is our curriculum logically organised and sequenced, including within subjects, and taught using effective pedagogy, so pupils gain a strong sense of progress and grow in confidence?
How good is our co-curriculum?
• Does it cover a wide range across artistic, creative, performance, sporting, debating, challenge, team and individual etc. so all pupils can both discover new interests and develop existing ones?
• Do we make use of or promote local, national or international programmes or organisations? (e.g. uniformed organisations, Duke of Edinburgh, National Citizen Service etc.)
• Is provision of high quality and does it challenge pupils and build expertise? Is participation sustained over time?
• Are there ample opportunities for pupils to compete, perform etc., and is success acknowledged and celebrated?
How well do we promote the value of volunteering and service to others?
• Are age-appropriate expectations of volunteering and service to others clearly established?
• Are opportunities varied, meaningful, high-quality and sustained over time?
• Do volunteering and service opportunities contribute to breaking down social barriers? Are they effective in making pupils civic-minded and ready to contribute to society?
How do we ensure that all our pupils benefit equally from what we offer?
• Do we understand and reduce barriers to participation (e.g. cost, timing, location, logistics, confidence, parental support etc.)?
• Do we enable young people from all backgrounds to feel as if they belong and are valued?
• Is our provision, including our co-curricular provision, appropriately tailored both to suit and to challenge the pupils we serve?
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Notes on Opportunities Provided
Curriculum Intent is strong across all areas.
School aims are concise and shared across the community. This follows in our policies and practice e.g. reading policy.
Social Media, Newsletters and the website are used to share our aims and reinforce messages.
The community are closely engaged in the life of the school through sharing assemblies, parent workshops and open events.
Particularly through sport, we have a strong stance in the wider community.
There is a very strong behaviour policy which is consistently applied across the school. Parents are kept informed as to the behaviour of their children (rewards and sanctions).
One of the school values is mutual respect. We also promote through assemblies, rewards and praise.
SMSC opportunities and curriculum are strong. We also have a termly value and behaviour focus (cooperation, aspiration, confidence/independence).
The curriculum offer is strong in all areas. Progression is mapped out and ambitious.
Cultural Capital (see cultural capital overview document).
Middle leaders ‘deep dive’ their subject to ensure opportunities are enhanced for quality provision across the curriculum. Particular strengths in PE, Reading, Maths and Phonics..
Curriculum is well-organised and sequenced. It ensures quality progression across all areas and year groups. The learning journey is explicit to children.
The school promotes a wide range of extra-curricular opportunities, educational visits and visitors to develop children’s interests. E.g. Multi-cultural day, beach clean, big sing, Royal Institution science, visiting artists and musicians, career workshops, drama workshops and termly trips. Sport is a strength of the school (Platinum Award).
Investors in Pupils
School council.
Eco-council.
Success is widely recognised and celebrated (social media, newspaper, newsletters, website).
Beach clean.
School council.
Monitor roles such as cloakroom monitor.
Sports leaders.
Mini Medics.
Eco-council.
The school uses pupil premium effectively to enhance the curriculum offer. Senior leaders ensure funds increase standards, opportunities and resources across the curriculum.
Extra-Curricular opportunities for disadvantaged children are closely tracked and analysed so that further opportunities to enhance their curriculum offer can be provided for.
Senior leaders ensure that the curriculum offers opportunities for all children to have an extended curriculum offer. As a result, all children have access to educational visits, visitors, workshops, competitions and performances that develop our curriculum values and aims.
Children visit local care homes to perform and spend time with the residents. The residents are then invited into school to spend a social afternoon with the older pupils. Children take part in a number of local, national and international fund raising events such as Children In Need, Comic Relief, Wear It Green for Mental Health Week, The Butterfly Project in Class 3.
