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Character Education and Values

Character Education at Rolleston Primary


At Rolleston we embed a strong sense of character in our children.

We have recently been awarded accreditation for 'Route to Resilience'(see link below.)

This is a recognition of the great work done at the school to build upon children's attitudes to learning, resilience and strategies to support their mental health.

We teach the children across our school about 30 'Character Muscles'.  These are embedded within lessons, assemblies, cultural capital and extended provision opportunities at every chance. These character muscles link to our PSHE sessions, SMSC offer, British Values and underpin the 'hidden curriculum' that best prepares our children for the next phase of their education. More information about Route to Resilience can be found by following the link at the bottom of this page.



We are also the first school to achieve the 'Peaceful Places' award. This has replaced the Anti-bullying award. (see charter link below) 



Rolleston Primary is aiming to achieve the ‘Wellbeing Award For Schools.’


The Wellbeing Award for Schools is a welcome opportunity to recognise the exceptional work that schools do in supporting mental health.

The key features of a whole-school approach form the basis of the award, and it provides schools with a benchmark of best practice against which to test itself.


There are four key principles driving the ideas and recommendations behind the award:


  1. Emotional wellbeing and mental health are a continuum. Related issues can range from positive attitudes and behaviour, through to experiences of emotional distress and mental disorder.
  2. Schools already experience and manage emotional issues on a daily basis; the objective is to minimise the impact of such issues and maximise the effectiveness of any responses.
  3. Emotional wellbeing covers a range of dimensions, such as resilience, character building, relationships and self-esteem, etc. Understanding both developmental and mental health awareness is critical.
  4. Creating a positive school culture requires a whole-school approach that is led from the top while involving all in the school community.



Embarking on the award process does not imply that our school is failing in this area, but rather that we have recognised the needs and demands of our school are changing and you are committed to responding to these.

We recognise that for many adults and children, mental health can be seen as a difficult and at times frightening issue. As a society, we are starting to deal with this stigma, but, unfortunately, there still exist plenty of negative views and attitudes that cause barriers to go up. As professionals and as parents, we can feel unprepared and ill-equipped to deal with these issues, seeing mental health as the domain of the ‘specialist’. As a school community already stretched with many demands, re-visioning how we view emotional wellbeing and changing a school culture to accommodate this vision can be challenging.






At Rolleston, we ensure that we are constantly preparing our children for life in modern Britain by instilling the values of:


Rule of Law
There are regular assemblies based around these values - these values are reinforced through the school week during lessons, circle time and in the playground as part of our character development and they link beautifully with our SMSC offer and Route to Resilience approach.
Through a Values centred character education, the community of Rolleston Primary School aims to:


  • Provide a calm and caring community where all children and adults are valued equally.
  • Raise expectations and secure positive attitudes to learning
  • Achieve a real, measurable and beneficial difference in behaviour and conduct
  • Strive for happiness and a positive, responsible attitude towards school life
  • Ensure pupils and adults are challenged to reach the next step and reach their potential
  • Achieve the highest standards possible in supporting pupils to achieve
  • Encourage pupils to become creative and independent learners, using a variety of learning styles
  • Promote values to pupils in every aspect of school
  • Develop self-confidence and self-discipline
  • Respect and value others
  • Have excellent support and guidance from all staff in partnership with parents and governors
  • Encourage our school community to make healthy choices
  • Have a personal pride in being part of our school and the wider community
  • Staff to model the school and fundamental British Values such as mutual respect and tolerance and the law


For all staff working in the school to:

  • Have high expectations of what each child can achieve.
  • Teach effectively, using a suitable approach, allowing children to learn and understand.
  • Promote values in the way in which adults interact with each other and pupils.
  • Uphold public trust in the profession and maintain high standards of ethics and behaviour.
  • Look after themselves and each other physically, emotionally and mentally.


For the curriculum to:

  • Teach a broad, balanced and relevant curriculum.
  • Build upon our children's experience of Cultural Capital to prepare them for every aspect of the next phase of their education.
  • Support and improve our children's mental health, resilience and attitude to learning.
  • Teach the National Curriculum to all children at all levels, according to their age and ability.
  • Ensure children are prepared to become responsible citizens.
  • Provide planned opportunities that develop attitudes and skills of pupils.


Expected outcomes:

  • Qualitative improvement in pupils’ behaviour and attitudes.
  • Quantitative improvement in standards and academic achievement.
  • Improved ethos, relationships and pupil behaviour.
  • Improved working conditions for children and staff.
  • A curriculum that develops spirituality and enables children to develop as reflective and responsible learners.

At Rolleston we are committed to safeguarding our children

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