- Home
- Our Learning
- Personal Development
Personal Development
‘Learning together and supporting each other’.
Our personal development curriculum is rooted in our school vision and values of courage, curiosity, and compassion. By the time children leave us at the end of Year 6, they will have a strong sense of who they are, clear aspirations for the future, and a broad understanding of the ever-changing world around them.
We have designed our curriculum with our school community at its heart, placing great importance on children’s physical, emotional, and mental well-being.
Through a wide range of rich and progressive experiences, we aim to nurture pupils who are:
-
Well-rounded citizens who contribute positively to society
-
Confident decision-makers able to think critically and independently
-
Lifelong learners who approach challenges with resilience and curiosity
Beyond the classroom, we believe it is vital for children to access wider opportunities that develop their personal, social, and moral growth, while equipping them with essential life skills for future success.
Courageous Children:
At our school, every child’s voice matters. We actively listen to our pupils and involve them in important decisions, such as shaping our values emblem and contributing to our behaviour policy. We prioritise building strong, trusting relationships between children and adults, creating a safe space where pupils feel confident to share their needs, concerns, and ambitions. Each year, we dedicate time to nurturing our environment and culture, laying the essential foundation for our teaching and learning.
Curious Children:
We nurture curiosity in every aspect of school life. Our knowledge-rich curriculum and daily academic challenges spark intellectual curiosity, while a wide range of exciting opportunities and experiences encourage children to explore and discover. Strong links with our diverse community, both in and beyond school, foster social curiosity and broaden pupils’ horizons. From joining extra-curricular clubs and taking part in sporting events to learning a musical instrument, every child is encouraged to discover their passions and contribute something unique.
Compassionate Children:
Our school is proud of its diverse community, where compassion lies at the heart of everything we do. We have built a cohesive environment in which staff, families, and pupils work together in a spirit of mutual support. Our staff model compassion daily towards others and themselves creating a culture of kindness and respect. We also teach children the language of emotions, helping them to recognise, understand, and manage their feelings with confidence and empathy.
The school prepares pupils well for life in modern Britian. It priorities pupils learning about the ways they can stay safe, including online. Well-considered opportunities help to build pupils' self-confidence and broaden their horizons.
Ofsted - Nov 2024
Our Curriculum
At Seymour, we offer a progressive curriculum that brings together both academic and personal development. This is delivered through dedicated teaching in RSE, PSHE, RE, and Computing (including e-safety), and is further enriched with wider opportunities and experiences beyond the classroom.
Our curriculum is responsive and inclusive. It evolves to reflect our school community, taking into account pupils’ diverse economic, social, and cultural backgrounds, as well as the fast-changing world in which we live.
We are committed to ensuring that our curriculum is clear, accessible, and shared openly with all members of our community, including parents and carers, so that together we can support every child’s learning and growth.
The TKAT ACE is a trust wide strategy that ensures that every Pupil Premium child and their family has an adult champion. Through regular one-to-one contact with their TKAT ACE tutor children and their families build strong relationships and overcomes barriers to the child doing well in our school.
“I USE MY TIME WITH THE CHILDREN IN A MORE INFORMAL WAY. I SIT WITH THEM AT THE LUNCH TABLES, OR PLAY A GAME WITH THEM AT WET PLAY. IT IS THEN PART OF THE CHILD’S DAY. I FIND THAT THIS IS A BETTER WAY FOR ME TO BUILD RELATIONSHIPS WITH THE CHILD.”
"SHE HELPED ME WITH MY ATTENDANCE. IT’S MORE FUN.. WE PLAY SNAKES AND LADDERS AND OTHER GAMES.”
"I WORK ON SOCIAL ANXIETY AND TALKING TO OTHER PEOPLE."
Room 13 is a creative space where children are able to express themselves and explore the arts. It is a place where children are encouraged to be curious, away from the day to day curriculum.
Throughout the year Ed (our resident artist) works with all children in every year groups- working with them in small groups, allowing them to be creative and free with the art that they make. Ed will often set up a theme or encourage the children to explore different media types but is happy for them to be creative in many ways. Every child is encouraged to think outside the box and be creatively free. a place where children are encouraged to be curious, away from the day to day curriculum.
“IT’S A PLACE WHERE PEOPLE APPRECIATE WHAT I MAKE BUT ALSO A PLACE WHERE MY WORK CAN INSPIRE OTHERS."
"ED IS ALWAYS THERE TO HELP YOU. HE IS GREAT AT MAKING YOUR THOUGHTS TURN INTO REAL ART.”
There are many benefits to being and learning outdoors. There are no right or wrong answers in nature and children have space and time to explore their feelings and thoughts. Learning Without Walls encourages children to take calculated risks, have fun, challenge themselves, develop their team working skills, gain confidence and develop a deeper understanding of nature and their place in the world.
"FOREST SCHOOL HAS GIVEN HIM SOMETHING TO LOOK FORWARD TO. HE LIGHTS UP WHEN HE TALKS ABOUT FOREST SCHOOL. HE HAS SHOWN US THAT HE HAS LEARNT TO BE MORE PATIENT, RESILIENT AND CAN WORK AS A TEAM.”
"ON WEDNESDAYS I FEEL EXCITED HAPPY TO GO TO SCHOOL BECAUSE I HAVE FOREST SCHOOL”
We provided a space one afternoon a week for the child to access the bike shed project. This provided them with a space to socialise, discuss problems, find solutions and share their work. This time each week was also an opportunity to learn new skills, develop their self esteem and re-engage with learning.
"THE BIKE PROJECT IS THE BEST PART OF THE WEEK. I LIKE LEARNING ABOUT HOW TO FIX BIKES. I’VE BEEN HELPING MY BROTHER AND HIS FRIENDS FIX THEIR BIKES OUT OF SCHOOL."
"THE BIKE PROJECT HAS MADE *** REALLY HAPPY. EVERY TUESDAY HE IS READY TO GO TO SCHOOL WITHOUT ANY REMINDING. HE SEEMS TO HAVE MADE FRIENDS FROM OTHER SCHOOLS TOO AND TALKS ABOUT THEM AT HOME. HE HAS BEEN SHOWING HIS BROTHER WHAT HE’S BEEN LEARNING. THEY USUALLY CAN’T STAND EACH OTHER."
School trips play a vital role in bringing learning to life. They give children the chance to explore new environments, gain real-world experiences, and make meaningful connections with what they learn in the classroom. Beyond academics, trips also build confidence, independence, and teamwork, helping children develop memories and skills that last a lifetime.
| Year group | Trip |
|---|---|
| Reception | The Farm - Understanding the world |
| Year 1 | Wakehurst - Science |
| Year 2 | Pulborough Brooks - Science |
| Year 3 | Weald and Downland Museum - Victorians |
| Year 4 |
Hammton Court - Tudors |
| Year 5 | British Museum - Ancient Eygpt |
| Year 6 |
Bluebell Railway - WWII |