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Culture & Ethos Policy

Policy Area

Key Document

Version

Final

Adopted by the Full Governing Body

July 2015

Next Review

May 2017

Culture & Ethos Policy Final

We Believe!

We are outstanding. Not because we say it, but because we work hard at it.

We are dedicated, committed and focused. (self-discipline)

We never fail because we never give up. (endeavour)

We will not falter on our quest to be the best we can be. (excellence)

We believe in ourselves.

We believe in each other.

We believe in Wallington County Grammar School.


Culture & Ethos This policy and the practice which flows from it are at the heart of the School’s drive to deliver its vision. Promoting and maintaining excellent standards of conduct is one of the School’s key aims. That aim is fundamental to enable every person to achieve their potential and learn to become an effective, independent, self motivated learner. High standards of conduct and effective learning go together. Just as we teach and model effective learning in the subjects of the curriculum it is essential that we model and teach the excellent conduct for the learning we expect people to display at all times. This Culture & Ethos Policy provides a clear set of expectations for those who belong to our School Community. It stands alongside the School’s Behaviour Policy which provides a clear framework for students which reports and rewards excellent behaviour for learning which will be made clear to students, their parents and staff. The Behaviour Policy also provides a clear sequence of consequences and sanctions to ensure that all students understand the boundaries. The clarity and detail within the Behaviour Policy is an indication of the seriousness of our intention to ensure that every student learns to meet our high expectations in this key aspect of School life.

School Motto, Vision, Core Values and Core Beliefs

Per Ardua ad Summa (‘Through Difficulties to the Heights’*)

We believe that every person will reach their personal best and overcome any challenge

through a shared culture and ethos of ‘self-discipline’, ‘endeavour’ and ‘excellence’. We are

dedicated to developing as successful individuals, creating a positive environment where all

of us will learn. We never fail because we never give up. We believe in ourselves. We believe

in each other. We believe in Wallington County Grammar School.

* ‘Per Ardua ad Summa’ – The Motto of Beddington and Wallington Council granted on 3rd July 1937

adopted by WCGS in September 2012


Procedures in the classroom for staff

The first action to ensure that poor conduct is reduced or eradicated from the classroom is through improved pedagogy. By teaching 100% good or outstanding lessons we will reduce the number of times the Behaviour Policy is called upon. This does not mean that using the Behaviour Policy is a weakness in a person’s pedagogy, it means that by reflecting and developing our teaching practice we are capable of putting the student’s needs first and maximising the opportunity to reward rather than using sanctions. Saying this, sanctions are essential both as a deterrent and to set boundaries as a means to prevent more serious behaviour becoming common place. Staff must see the procedures that they follow inside and outside of the classroom as a way of promoting our positive culture and ethos. Our high expectations and enthusiasm to tackle the smallest of issues is essential. These range from the presentation of our work to the way people conduct themselves. As a community we need to recognise that by ‘sweating the small stuff’ we will reduce more serious behaviours. The ‘WCGS Toolkit’ is way of scaffolding support to find success in promoting a united culture and ethos.

WCGS Toolkit

1. WCGS Motto, Vision, Core Values & Core Beliefs 2. WCGS Vision for Learning 3. British Values 4. 100% Culture & Ethos 5. Our Community 6. Love your School 7. ‘Do right’ language 8. SLANTing 9. Oracy in the classroom 10. Shared Message

Core Values

As a traditional but innovative School our practice is guided by our ‘Core Values’. We arrive together at WCGS with individual knowledge and understanding, different backgrounds, experiences and expectations. For this reason it is essential that our clear values unite us and guide all of our work. Everybody is to understand why our values are there and what they mean as guiding principles for our daily work. A test of our core values is in our words and actions both in the classroom and within the WCGS community.

Self-Discipline We believe that we all have the right to work and learn in an industrious, orderly and respectful environment. We must self-regulate our own words and actions to ensure our own success and the success of others.

Endeavour We believe that we will do what it takes to achieve excellence and we

will not give up until we are satisfied that we have given our all. Excellence We believe that all of us will learn and that everyone can achieve

excellence. By demonstrating self-discipline and endeavour we will reach our ‘personal best’.


Core Beliefs To ensure the effective running of the School we must establish a set of ‘Core Beliefs’ which can help us build a framework for an outstanding school.

High Expectations As part of our drive to achieve 100% we all model high expectations for others at all times. We do not accept mediocrity.

Every Child No child should be left behind in the search to reach their personal

best. Every child deserves support and challenge to unleash their aspirations and become a leader of tomorrow.

Lead Learners We are all in the core business of learning and it is our responsibility as members of the WCGS community to ensure we recognise that we all have a responsibility to support others in learning. Whether the youngest student in the school or the most experienced member of staff, we should never stop leading our own and others learning.

No Excuses Continually finding excuses to explain why something has not been done is inefficient and is too easy. It is difficult to always achieve our personal best but we must always have the objective that we will succeed and we will reach our goal without falling short and using an excuse to explain why. Members of the WCGS community must remember that ‘impossible is nothing’.

No Islands No single person or group of people must isolate themselves from the culture and ethos of the School. Failure to be part if of the community will lead to inconsistencies within the system. Inconsistencies of practice and attitude are toxic and corrosive to the vision of the School. Parents, staff and students should all be able to rely on a consistent learning environment which supports each other with the same procedures, values and beliefs.

WCGS Vision for Learning

The School worked with all

stakeholders (Staff, Students and

Parents) to create our ‘Vision for

Learning’ which outlined the

definition of an outstanding

learning experience. After lengthy

consultation there were 5

dominant themes. These themes

help us plan and deliver

outstanding lessons meeting the

needs of every child.


British Values

At Wallington we firmly believe that as part of a broad and balanced curriculum people must

be well supported in their spiritual, moral, cultural, mental and physical development. Part

of this is the way the School promotes British values. It is right that all members of the WCGS

Community are encouraged to regard people of all faiths, races and cultures with respect

and tolerance. While people are different we should understand that people hold different

views about what is ‘right’ and ‘wrong’ but at the same time all people living in England are

subject to its law. This Culture & Ethos Policy supports the rule of English civil law and

criminal law and we will not teach anything that undermines it.

Through our relationships with one another we aim to do the following:

Enable all to develop their self-knowledge, self-esteem and self-confidence;

Enable all to distinguish right from wrong and to respect the civil and criminal law of

England;

Encourage all to accept responsibility for their behaviour, show initiative, and to understand

how they can contribute positively to the lives of those living and working in the locality of

the School and society more widely;

Enable all to acquire a broad general knowledge of and respect for public institutions and

services in England;


Further tolerance and harmony between different cultural traditions by enabling people to

acquire an appreciation of and respect for their own and other cultures;

Encourage respect for other people; and

Encourage respect for democracy and support for participation in the democratic processes,

including respect for the basis on which the law is made and applied in England.

We promote on a daily basis within our community the following fundamental British values:

Democracy – influencing decision-making.

The Rule of Law – protecting people’s well-being and safety.

Individual Liberty – freedom of choice.

Mutual Respect – accepting of other people’s faiths or beliefs.

Tolerance – identifying and combatting discrimination.

Wallington County Grammar School expects all staff to uphold public trust in the teaching

profession and maintain high standards of ethics and behaviour within and outside of School

so that we might help educate the young adults in our care.

100% Culture & Ethos High expectations need to be based on one single concept. ‘100%’. Anything less than 100% is not good enough and allows some people to interrupt their own or other peoples learning. At Wallington County Grammar School we will teach each other how to be 100% and empower everyone to install 100% in what they do. High expectations must in turn be based on a person’s own high expectations of themselves and an instilled belief in their own ability to assert their authority and achieve 100% in all learning environments. The starting point for achieving high expectations must be the absolute belief in:

The ability of every person to conduct themselves with a positive and motivated mind set without excuses.

The person’s own ability to model high standards of conduct. 100% can only be achieved when expectations are 100% reasonable and clearly linked to the importance of learning. 100% can only be achieved when 100% of people are 100% clear about what is expected of them and why it is right that they should do that. The start, middle and end point for achieving 100% always lies with the individual person. You will not achieve 100% if you are not giving 100%.


Our Community Wallington County Grammar School is a learning community where everyone has the right to spend each day in a safe, secure environment and where all are treated with respect. There are three aspects to our community: i) The classroom - We will make learning our priority by understanding that there are no

shortcuts and by: Arriving on time with the correct resources needed for the lesson (Prepared for Learning). Wearing the correct, smart uniform (Looking smart, feeling smart, being smart). Entering the classroom calmly, greeting one another. Completing ‘Do Nows’ in a timely manner and not wasting any time. Avoiding all distractions: putting away anything not required for the lesson. Only drinking water during lessons and never consuming energy drinks, sweets etc. Being an active learner and engaging with learning activities. Sitting upright, listening actively, articulating in full sentences, nodding intelligently and tracking the speaker (SLANTing). Showing respect for the sanctity of learning. Always recording and completing homework. Helping another person if they are finding the learning a challenge. ii) The WCGS community - We will help create a safe, clean School environment which

respects the rights of others by: Listening to each other and following instructions politely and calmly. Walking purposefully, not running or shouting, around the School buildings. Going straight to lessons and holding doors open for others when the corridors are busy. Ensuring that any electrical devices (smart phones etc.) are only used to advance learning. Being a model for others, wearing uniform with pride, supporting others in times of need and finding opportunities to be caught doing the right thing. iii) The wider local community - We will ensure that we model and actively demonstrate

the core values of the School by: Wearing school uniform with pride. Displaying expected high standards of conduct and courtesy when travelling to and from the School and when visiting places of interest on School visits. Being polite and courteous at all times. Respecting the local environment, never dropping litter and never defacing or trespassing on private property. Never using language or actions that discriminate against or abuse another person or group of people because of their race, religion, gender or sexuality. A central part of the ‘WCGS Community’ is focused on the phrase; ‘men and women for others’, which demonstrates our deep commitment to social justice and a radical giving of oneself to others for others.


‘Love your School’ Once a young person matures and looks back on their school days they often think about how much they loved their School as it was the place where they learnt most, made friends and had the time of their life. Some people even say that they wish they could re-live those days. The concept of ‘Love your School’ is designed to accentuate that feeling while people are still in School. We therefore ask everyone to love their School to ensure they appreciate the learning environment around them and take every opportunity to embrace what is there. A failure to develop a love for the School is a wasted opportunity. All members of the WCGS community are encouraged to love their School. Love is a temporary madness. It erupts like volcanoes and then subsides. When it subsides you have to make a decision. You have to work out whether your roots have so entwined together that it is inconceivable that you should ever part. Because this is what love is. Love is not breathlessness, it is not excitement, it is not the promulgation of eternal passion. That is just being "in love" which any fool can do. Love itself is what is left over when being in love has burned away. Those that truly love, have roots that grow towards each other underground, and when all the pretty blossom have fallen from their branches, they find that they are one tree and not two.

(Louis de Bernières, Corelli’s Mandolin)

‘Do right’ Language

We aim to promote the Core Values of Self-discipline, Endeavour and Excellence within ourselves. One way of doing this is by using ‘Do right’ language. Below are four steps to boost our success.

i. “I believe in you!”

The first ten seconds when meeting someone for the first time that day matters and sets the tone for the rest of that conversation. When others feel that we believe in them, they grow to believe in themselves. When people doubt our confidence in their capabilities, they tend to lower their expectations of themselves and fall short of their potential. We must help paint a positive portrait for the people we work with.

Staff and students at WCGS will live up to our expectations. Through our words and actions, we must continually send messages to people which help form their self-belief. This is done both intentionally and unintentionally. If people interpret our messages positively they will try and fit themselves into that view. On the other hand if people feel that they cannot accomplish much on their own, they may share a negative opinion and lower their expectations. The power of positivity must win over and squash any feeling of negativity.


ii. Set high expectations that unleash aspiration.

The most powerful determinant of our success is expectation. By learning to set expectations that encourage others they will try new possibilities, expand their potential, and work with each other to nurture their self-confidence. The message we transmit is critical. Expecting too little limits success because people lose the incentive to try new possibilities. Unrealistic expectations can also damage. Pushing people beyond their capabilities may be interpreted as ‘You are not good enough.’ Successful expectations generally stretch and challenge our potential to reach our personal best without pushing people to be more than they can be. These expectations never destroy people’s feelings of adequacy.

The expectations we set for others are ones that stretch their potential without unintentionally diminishing their self-worth. They should be; developmentally appropriate, realistic, learner orientated and with clear success criteria.

iii. Nurture strong, internal self-belief.

People with poor self-belief often bombard themselves with a steady flow of derogatory messages. Their potential for success is greatly limited, because they do not believe in their capabilities. People reach their best by developing positive inner dialogues. Self-talk is a critical part of how we acquire beliefs about ourselves. One powerful way we help others students develop a firm belief in themselves is to teach them to practice positive self-talk. If they learn the skill now, they will use it forever.

Helping people break the habit of negative self-talk is not easy. We aim to be consistent and help others develop a more positive self-picture, modeling positive self-talk, confronting negative voices and turning negatives into positives.

iv. Help others see success and develop an “I can” attitude.

People need to think they are improving, getting better at something and making progress. Knowing that we are doing well helps us believe in our abilities and causes us to forge ahead and make continued efforts. Awareness that we are improving is like a pat on the back to keep trying. Everyone also needs to see progress, especially in school where their growth is constantly measured. When we give others evidence that they are succeeding, we help develop an “I can” attitude. It is therefore essential to get everyone to record how they can progress. As they see their improvements their self-belief will grow.

The following activities build “I can” attitudes; recording progress against aspirational targets, showing examples of outstanding work, keeping portfolios of work in each subject area and regularly updating achievement boards. This makes success more visual and therefore more real. As part of formative assessment there must be a continual dialogue between learners to ensure everyone recognizes how they can improve.

As outstanding learners, we have opportunities every day to reinforce one another’s self-belief. Our expectations for another and our reactions and words towards them can give votes of confidence or chip away at their self-worth. Each day we must ask ourselves: “If


self-belief were based only on my words and actions today, what would others believe about themselves?” Our answer should guide how we interact with others in future.

SLANTing To SLANT means to Sit up straight, Listen actively, Articulate in full sentences positively, Nod intelligently and Track the speaker. Everyone must SLANT at all times.

This is important because it encourages improved ‘oracy’ and allows people to demonstrate

how they are actively involved in learning at all times. It is also a key tool in ensuring we

achieve 100% outstanding conduct. It creates a purposeful and focused learning environment

where everyone can learn from one another and feel secure enough to make mistakes and

learn from them. At WCGS we welcome mistakes because if a person never makes mistakes

they are not challenging themselves enough.

Each element of SLANT can be taught deliberately and people should know why it is important that they do it:

SIT UP - What does this look like?

Everybody sitting up straight. Bottoms should be firmly placed at the back of the chair with the chair legs on the floor at all times. The chair should then be pulled under the table reducing the space between the body and the desk. This helps keep upright and comfortable. It also prevents leaning back on chairs or slouching down with the head on a hand or placing the head on the desk. Body language means a lot and helps facilitate engagement. LISTEN ACTIVELY - What does this look like?

Listening to others needs is to be valued if not more than speaking. Everyone needs to model

this by listening actively and responding to each other. Everyone needs to develop a strategy

of how to listen and show interest and respect for every speaker. To show that we are

listening actively we may need to Nod intelligently and Track the speaker. We should ask and

answer questions in response to evaluate what is being said. Learning should be encouraged

and ‘bounced’ around the learning space.

Everyone deserves and has a right to be listened to when it is our turn to speak. The importance of instructions being listened to is obvious but we should equally stress the importance of listening to each other. The speaker should not be interrupted unnecessarily but learning should be supported by others asking and answering questions and helping each other learn from their mistakes in a supportive atmosphere.

ARTICULATE IN FULL SENTENCES POSITIVELY - What does this look like?

Everybody must give full sentence answers with a positive attitude towards learning at all

times. This means showing enthusiasm and interest and understanding that negative comments can affect ones own progress and those around us. There is a time and a place to


share negative feelings but they should never interrupt learning. A positive attitude is about striving for excellence, working hard and being self-disciplined at all times. We should all be

able to articulate our opinion giving precise reasons for our views in full sentences.

Being positive means you will feel positive and this means that you will do well. Every member of the community has a responsibility to contribute towards making our surroundings a positive place to be.

NOD INTELLIGENTLY - What does this look like?

We need to show we have understood or that we agree with what is being said by gently

nodding our heads. Nodding confirms understanding and can give confidence to those who

are speaking. Nodding can create a productive and valued learning environment.

TRACK THE SPEAKER - What does this look like?

This is the physical sign of active listening and shows that a person is fully participating in learning. Everyone in the room turns to face and follow whoever is speaking. This must be insisted on in any group discussion, presentation or whenever someone is giving instructions. If a person does not want others to track for any reason they can just say so.

Tracking shows that the speaker is valued and listened to. Tracking shows that even if you

are not writing or doing an activity you are still active in your learning and ever present in

the lesson. Teachers and students may request that learners track resources while

speaking if this aids the learning process.

Oracy in the classroom

“A common feature of the most successful schools … was the attention they gave to

developing speaking and listening.”

(Ofsted, Removing Barriers to Literacy, 2010)

“… recent research shows that the average length of a pupil’s contribution to a class

discussion is just four words”

(National Literacy trust, 2011)

“Children … need to talk and experience a rich diet of spoken language in order to think to

learn. Reading, writing and number may be acknowledged curriculum ‘basics’, but talk is

arguably the true foundation of learning.”

(Robin Alexander, Emeritus Professor of Education at the University of Warwick, 2004)

Class discussion done well transforms the learning experience making it more challenging,

more effective and more interesting. Done badly it is damaging and can undermine a

person’s progress, self-confidence and ability to achieve. At WCGS we emphasise the


importance of ‘teaching talk’ rather than ‘teaching through talk’. There are four golden rules

to discussions that we must insist upon at all times:

i. Questioning Lead learners will use a range of strategies to ensure that every person is expected to and can contribute to discussion:

- No hands up rule and targeting questioning - Use of rich seating plans to support and challenge - Pose, Pause, Pounce, Bounce questioning - Use of thinking-time - Repeating the question - Asking a simpler question and scaffolding responses until people are able to

answer the original question - Ask people to ask someone else to help them answer the question - Questioning to ‘breaking point’ - Use of Bloom’s Taxonomy to include high order questions - Encouraging an ‘educated guess’

ii. Full sentences

‘Speaking and Listening’ are a key element of literacy. If we are to make significant progress in developing every person’s literacy skills, an essential approach must be insisting on full

sentences at all times in discussion. People should not ‘opt out’ and must be encouraged to make ‘educated guesses’ when faced with challenging issues. It is important to promote

high levels of interaction and cognitive engagement. iii. No opt out Every person must know that they may be called on to contribute to the discussion at any

time. That will mean that the lead learner does not accept ‘I don’t know’ or a shrug or no

answer. The lead learner’s high expectations mean that they will use a range of strategies to

support the people in answering the question. They ensure that any sequence that begins

with the student not being able to or not wanting to answer the question ends with them

giving the right answer and demonstrating that they understand. Every person therefore

experiences success and the lead learner is creating an environment where it is not possible

to opt out of learning.

The lead learner creates an atmosphere where everyone can feel confident to ‘have a go’.

The notion that mistakes are to be learned from is an important aspect of this. Some

students will need careful handling in attaining this level of confidence particularly where

bravado often disguises insecurity. People should not be allowed to practice or resort to

non-responsiveness but must be expected to participate in a supportive learning

environment which always results in them experiencing success. The teacher knows that if

there is not a clear expectation that every person will have to participate, many will choose


not to and will therefore switch off and stop thinking.

iv. The ‘educated guess’… We must encourage people when they are experiencing significant challenge and when

they feel unable to contribute to a discussion to use the sentence starter ‘I am not 100%

but my educated guess is…’ An educated guess is not a ‘wild guess’ but based on the facts

or evidence before them. Even if it is wrong it always deserves praise because it shows

that a person is thinking. The lead learner and the rest of the group must then support the

student in reaching the right answer. ‘All the way right!’

Role-play example:

Lead Learner – ‘What is the capital of Australia?’

Targeted Student X – ‘Don’t know.’

Lead Learner – ‘Consider the facts and your prior knowledge. Have an educated

guess.’

Targeted Student X – ‘Sir, I am not 100% but my educated guess would be Sydney

because it is one of the biggest cities in Australia, it has a high

population and a high concentration of services.’

Lead Learner - ‘That is a fantastic educated guess – well done, but it is not correct.

Targeted Student Y, can you support Targeted Student X in

understanding more about the capital of Australia?’

Targeted Student Y - ‘Yes Sir, Targeted Student X, the capital of Australia is Canberra. It is

only the eighth largest city in Australia but it is the largest inland city

and was chosen in 1908 as a compromise between rivals Sydney and

Melbourne. It is the seat of government and the site of Parliament

House.’

Lead Learner - ‘Amazing subject knowledge Targeted Student Y – well done.

Targeted Student X, are you happy that Canberra is the capital of

Australia and why it is not Sydney or in fact Melbourne? Can you

consider why else Canberra was chosen?’

This supports the key message that mistakes are a useful part of learning. People need to

understand that the process of learning is about ‘making mistakes and then fixing them’.

This is what they have come to school to do. The model of ‘deliberate practice’ ensures the

student works on those things that they find difficult and not the things they find easy. This


is why mistakes will happen and should be allowed.

“When you make a mistake, there are only three things you should ever do about it: admit it, learn from it, and don’t repeat it.”

(Paul ‘Bear’ Bryant, American Football Coach)

Shared Message

Self-Discipline A core value of the School which ensures that we become self-managers and self-regulate our own personal words and actions to ensure an industrious, orderly and respectful environment is created and sustained.

Endeavour A core value of the School which ensures that we do what it takes and do not give up when faced with challenging circumstances.

Excellence A core value of the School which identifies a standard which we all strive to achieve. An essential part of our self-belief that all of us will learn and that everyone can achieve their personal best.

High expectations A core belief of the School is always expecting the best results.

Every Child A core belief of the School is leaving no young person behind and ensuring that everyone is given the support and challenge to unleash their aspirations.

No excuses A core belief of the School is not allowing reasons to be given that suggest high standards cannot be met.

No Islands A core belief of the School is consistency across the School to show a united community.

Lead Learning A core belief of the School is being obsessed by learning at all times and embracing the fact that we are all here to learn.

Vision for Learning A framework for planning and delivering outstanding lessons which identifies five themes; Progress, Relationships, Challenge, Engagement, Deep Thinking. These are also used to recognise outstanding achievement.

All of us will learn An unapologetic statement that we can all make progress and learn from the actions of others and by sharing good practice. A central belief that every person can achieve the highest standards.

I believe in you Central to the positive encouragement to ensure that we meet high standards and push ourselves when faced with challenging circumstances.

Do what it takes I will do what it takes to ensure my own success and the success of others. I will go the extra mile.


Do right language Articulating and promoting a positive mental attitude to enhance the feeling that success can be achieved. Communicate positivity to overcome negativity at all times.

100% A culture of achieving the highest standards. Aiming for less than 100% is unacceptable.

Our Community Recognising that our culture and ethos permeates all areas of WCGS. The classroom, the corridors, the playground, the cafe, the areas beyond the School gates.

Prepared for Learning Ready to learn. The correct equipment and homework completed.

SLANTing The basic principles of a productive teaching and learning environment - Sit up straight, Listen actively, Articulate in full sentences positively, Nod intelligently, Track the speaker.

Self-talk Showing the self discipline to create a positive mental attitude to

ensure that the highest expectations can be achieved.

Aspiration Unleashing aspiration to ensure that there are no limits to what can be

achieved.

Full sentence answers Encouraging people to articulate in a positive manner which

demonstrates a full range of skills even when they may not be

100%.

No opt out A shrug of the shoulders. A refusal to answer. Signs that people are

lacking in motivation. We must not allow this culture to permeate our

classrooms. There is a strict ‘no opt out’ rule.

Educated guess To ensure people do not ‘opt out’ we will encourage the educated

guess. A full sentence answer which uses common sense to form an

educated guess demonstrates motivation and a ‘have-a-go’ attitude.

This glossary of terms forms the basis of our ‘shared message’. It is this message that will

ensure that the ‘Culture & Ethos’ of Wallington County Grammar School is one which unites

every member of staff every parent and every student in one vision. It does not need to be

used as a shared language as this would erode the individual character of any one person. It

does though need to inform the way that we and others model our behaviour for each

other.

‘Together we aspire, together we achieve’

National Motto of Trinidad and Tobago.

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