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Newlands Spring Primary and Nursery School

Aims and Values

The values of the Attain Academy Partnership fully support the vision which Newlands Spring has had at its heart for many years.  Being part of an academy trust enables us to develop that vision beyond one school and be supported by our family of schools.

Attain Academy Partnership aims to provide an outstanding education for all children in all schools, relevant to the world in which they live.  We would like all members of Attain to become:

  • Ambitious, capable learners who are resilient and independent
  • Enterprising, creative contributors who have a real love of learning
  • Ethical, informed citizens who value differences and inclusivity
  • Healthy, confident individuals who contribute to a mutually supportive environment

Working together towards success for all

At the heart of our curriculum design are the key attributes we endeavour to impart to all children as they progress through our school. 

We aim for all our children to become:

  • Knowledgeable
  • Independent
  • Resilient
  • Collaborative
  • Creative
  • Confident
  • Articulate
  • Responsive
  • Thinking
  • Aspirational
  • Caring


Understanding behaviour and supporting the emotional wellbeing of all members of our school community is key as we embed the Trauma Perceptive Practice (TPP) values which include trust, openness, support, relatedness & respect.

Promoting British Values at Newlands Spring Primary and Nursery School

The DfE have 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.”

Full details can be found here.

At Newlands Spring Primary and Nursery School these values are reinforced regularly and in the following ways:


Pupils have the opportunity to have their voices heard through our Class Councils, School Council and Pupil Perception Interviews. The elections of House Captains are based solely on pupil votes.

The Rule of Law:

The importance of Laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school days, as well as when dealing with behaviour and through school assemblies. Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from authorities such as the Police and Fire Service are regular parts of our calendar and help reinforce this message.

Individual Liberty:

Within school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young pupils to make choices safely, through our provision of a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advised how to exercise these safely, for example through our E-Safety and PSHE lessons.

Mutual Respect:

Part of our school ethos and behaviour policy revolves around creating a school where everyone is  " Ready, Respectful &  Safe".  These values are regularly revisited as part of discussions and assemblies related to what this means and how it is shown. Our ethos promotes respect for others and this is reiterated through our classroom and learning rules, as well as our behaviour policy.

Tolerance of those of Different Faiths and Beliefs:

This is achieved through enhancing pupils’ understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity. Assemblies and discussions involving prejudices and prejudice-based bullying have been followed and supported by learning in RE and PSHE.


We have incorporated a "Social Studies" strand into our curriculum to enable our children to become knowledgeable about and responsible for the world they live in  both locally and globally.

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