Vision, Mission and Values

Our Mission Statement and the aims of our school

We believe in and strive for…

Skilled knowledgeable, independent and resilient
Learners

Creative, imaginative, structured and adaptable
Thinkers

World aware, community spirited, caring and healthy
Individuals

A place where everyone loves to learn.

Lime Tree exists, to push the boundaries, remove the barriers and challenge the ordinary, enabling learning construction that is truly accessible for all. Through research, innovation and creativity we champion education as the vehicle to ignite passions, discover talent, nurture self belief and become the very heart of our community

 

The Dunham Trust

Our school is part of The Dunham Trust.

The Trust has a highly experienced and supportive Board of Directors who have a wealth of expertise in industry and education. Their role is to ensure that The Dunham Trust will be the best it can be, for the schools and young people within its care.

The Trust are committed to:

– High quality school improvement activity
– Cross-trust networking opportunities
– Research and development

The promotion of sport, outdoor education and the creative arts is a significant feature of the schools within The Dunham Trust. The Trust recognises the importance of the development of pupil self-esteem and offering a broad range of out-of-classroom experiences.

“They come this way only once so we should litter their pathways with quality experiences”

Individual schools in The Trust have regular opportunities to participate in joint creative projects, led by a wide range of creative specialists. These inclusive opportunities also provide a successful platform for both staff networking and staff professional development.

British Values

 

The Department for Education has introduced a statutory duty for schools to promote British Values more actively, and to ensure they are taught in schools.

At Lime Tree Primary Academy we are committed to serving our community. We recognise the multi-cultural, multi-faith and ever-changing nature of the United Kingdom. We also understand the vital role it has in ensuring that groups or individuals within the school are not subjected to intimidation or radicalisation by those wishing to unduly, or illegally, influence them.

We follow equal opportunities guidance which guarantees that there will be no discrimination against any individual or group, regardless of faith, ethnicity, gender, sexuality, political or financial status, or similar. Our school is dedicated to preparing students for their adult life beyond the formal, examined curriculum and ensure that we promote and reinforce British values to all our students.

The government set out its definition of British values in the 2011 Prevent Strategy.

The five key British Values are:

  • Democracy
  • The rule of law
  • Individual liberty
  • Mutual respect
  • Tolerance of those of different faiths and beliefs

Our school uses strategies within the curriculum and beyond, to secure such outcomes for students. The examples that follow show some of the many ways that Lime Tree Primary Academy seeks to instil British Values.

Democracy

  • School Council – making decisions on a regular basis re: policies, child-friendly safeguarding information, behaviour system, involved in the interview process, fundraising events etc.
  • Pupil surveys include questions such as ‘How could we make the school better?’ Ask the children if we need to add different questions to really move our school forwards.
  • Annual parent questionnaires, which asks for three key areas of strength and areas to develop.
  • Parent forum to gauge parental opinion, e.g. regarding the impact of Home Learning, most appropriate timing for concerts, parent consultation meetings etc.
  • Governor involvement in decision making process.
  • Democracy is taught through the curriculum.Pupil voice has an influence upon much that goes on or is decided, within our school.
  • Pupils are given the opportunity to give their viewpoint throughout the curriculum daily; they are invited to listen to alternative viewpoints and accept/respect that there may be differences.
  • Pupils are involved in the selection of Home Learning activities for the half term.
  • Agreement of Class Rules annually.
  • Voting by the children for Head Boy and Head Girl Positions

The Rule Of Law

(Are your pupils taught the value and reasons behind law/school rules/codes of conduct, and responsibilities and consequences when these are broken? Do authorities visit your school to reinforce this message?)

  •  Strong behaviour system in place, which has been developed with the pupils.
  •  Class rules are established with pupils and referred to daily.
  •  Strong relationship/regular contact with local PCSO who is also a school governor.
  •  Working with Trafford Junior Neighbourhood Watch to discuss and be proactive about local community issues
  •  Introduction of Restorative Practice
  •  Home/School Agreement

Individual Liberty

(Are pupils encouraged to make individual choices, knowing they are in a safe and supportive environment? Does your school have a robust anti-bullying culture and policy in place?)

  • Strong behaviour policy based on rights and responsibilities.
  • Anti-bullying policy.
  • Open and honest culture
  • Open door policy for parents/ carers to discuss worries or concerns.
  • Strong pastoral team to support friendship issues / any issues that individuals may need support with.
  • Child friendly CP Policy – school can offer support and are dedicated to keeping pupils safe.

Mutual Respect

(What is your school’s approach to respect? Do pupils know their behaviour has an effect on their own rights and the rights of others? Do students know to treat each other with respect? How is mutual respect promoted through the curriculum?)Home/School Agreement

  • Peer marking – offer suggestions to each other, in a sensitive and constructive way to support moving their work forward.
  • Cross Class communication of achievements (classes of different ages are involved and part of other classes learning)

Tolerance Of Those Of Different Faiths And Beliefs

(How is this achieved? How are pupils benefitted from this? Are pupils actively encouraged to share their faith and beliefs within the school? Does your Religious Education curriculum help this?)

  •  Celebration & integration into the curriculum about other faiths/beliefs.
  •  Specific events held in school to celebrate other cultures.
  •  Encouraged to share faiths and beliefs within school such as fasting, leave for religious observance is granted etc