Physical & emotional

Wellbeing

Everything we do at St Georges it aimed at supporting children to become confident, happy and curious learners, ready for the next stage of their journey. We know that children who feel safe, comfortable and well cared for are more likely to meet the academic and personal challenges set.

St George’s success as a school is founded on the quality of the relationships within its community. As a Silver Award Rights Respecting School, we attach great importance to respect, tolerance, friendship, fair play, equality and pupil voice. As a result, children can confidently develop positive relationships with their peers and teachers, developing respectful attitudes.

The attention of the teachers and teaching assistants ensures a safe, stable and stimulating environment for children as they progress through the School.

Children are supported by familiar, consistent staff. The small class sizes enable secure relationships and a detailed knowledge of each child. All classes have at least one teaching assistant so the children can always talk to an adult if they have any concerns or worries. Teachers and teaching assistants are present during all break times, lunch times, before and after school, which means that children can easily approach these familiar adults throughout the school day.

Staff carefully support children to be able to discuss their emotions and how to deal with less comfortable feelings; there is an emphasis on supporting pupils to become self-aware, independent and resilient in all aspects of their lives. Children are taught the values enshrined in St George’s ethos and aims, and this language is echoed consistently throughout the school.

Our PSHE curriculum supports the children with how to manage their physical and mental health, as well as promoting personal development and effective social skills.

The Lower and Upper years at St George’s are closely integrated and, as you would expect in an all-through school, the transition is seamless. On a practical level our Lower School pupils will already be familiar with Senior pupils and members of the Senior teaching staff. That’s because through many school events and House Competitions, our Upper School pupils get involved by helping younger children, and because the Lower School pupils will already have received some lessons from Senior teachers.

Physical & emotional

Wellbeing

Everything we do at St Georges it aimed at supporting children to become confident, happy and curious learners, ready for the next stage of their journey. We know that children who feel safe, comfortable and well cared for are more likely to meet the academic and personal challenges set.

St George’s success as a school is founded on the quality of the relationships within its community. As a Silver Award Rights Respecting School, we attach great importance to respect, tolerance, friendship, fair play, equality and pupil voice. As a result, children can confidently develop positive relationships with their peers and teachers, developing respectful attitudes.

The attention of the teachers and teaching assistants ensures a safe, stable and stimulating environment for children as they progress through the School.

Children are supported by familiar, consistent staff. The small class sizes enable secure relationships and a detailed knowledge of each child. All classes have at least one teaching assistant so the children can always talk to an adult if they have any concerns or worries. Teachers and teaching assistants are present during all break times, lunch times, before and after school, which means that children can easily approach these familiar adults throughout the school day.

Staff carefully support children to be able to discuss their emotions and how to deal with less comfortable feelings; there is an emphasis on supporting pupils to become self-aware, independent and resilient in all aspects of their lives. Children are taught the values enshrined in St George’s ethos and aims, and this language is echoed consistently throughout the school.

Our PSHE curriculum supports the children with how to manage their physical and mental health, as well as promoting personal development and effective social skills.

The Lower and Upper years at St George’s are closely integrated and, as you would expect in an all-through school, the transition is seamless. On a practical level our Lower School pupils will already be familiar with Senior pupils and members of the Senior teaching staff. That’s because through many school events and House Competitions, our Upper School pupils get involved by helping younger children, and because the Lower School pupils will already have received some lessons from Senior teachers.

Pupils value difference because they appreciate the wide range of personalities, needs and backgrounds within the school’s population….

ISI Inspectorate, 2021

Pupils value difference because they appreciate the wide range of personalities, needs and backgrounds within the school’s population….

ISI Inspectorate, 2021
Transition from Pre-School

to Reception

The children who enter Reception often come from a variety of different nursery settings as well as our own pre-school. During the Summer term before pupils join us members of staff will visit the children in their current setting. This is an ideal time to talk to the staff and meet your children. This helps to ensure a smooth transition.

An afternoon in the summer term is dedicated to new pupils and their families, when parents have the opportunity to meet and get to know one another and the staff before their child starts school. The children will spend a fun afternoon with their new teacher and peers in the classroom.

We also hold a welcome event for our new reception parents providing you with useful information and resources to help prepare your little ones for their transition into school.

Transition from Pre-School

to Reception

The children who enter Reception often come from a variety of different nursery settings as well as our own pre-school. During the Summer term before pupils join us members of staff will visit the children in their current setting. This is an ideal time to talk to the staff and meet your children. This helps to ensure a smooth transition.

An afternoon in the summer term is dedicated to new pupils and their families, when parents have the opportunity to meet and get to know one another and the staff before their child starts school. The children will spend a fun afternoon with their new teacher and peers in the classroom.

We also hold a welcome event for our new reception parents providing you with useful information and resources to help prepare your little ones for their transition into school.

Pupils appreciate, and practise, positive actions and behaviours such as supporting their peers.

ISI Inspectorate, 2021

Pupils appreciate, and practise, positive actions and behaviours such as supporting their peers.

ISI Inspectorate, 2021
Transition into

Upper School

In addition, towards the end of their Lower School days, pupils in Year 6, including those transitioning into the school from another setting, are invited to attend subject specific workshops and a full Transition Day in the Senior section of the school. It’s great preparation before they take the step up for real.

All pupils belong to a competitive House made up of pupils across the year groups. Each house – named after the pioneering Birmingham innovators Boulton, Cadbury, Chamberlain and Watts – is associated with a colour, which is worn with pride by its members and associated staff members at inter-house competitions and events. Tremendous camaraderie is fostered by regular house meetings and inter-house competitions, enabling pupils to feel part of a strong team.

Transition into

Upper School

In addition, towards the end of their Lower School days, pupils in Year 6, including those transitioning into the school from another setting, are invited to attend subject specific workshops and a full Transition Day in the Senior section of the school. It’s great preparation before they take the step up for real.

All pupils belong to a competitive House made up of pupils across the year groups. Each house – named after the pioneering Birmingham innovators Boulton, Cadbury, Chamberlain and Watts – is associated with a colour, which is worn with pride by its members and associated staff members at inter-house competitions and events. Tremendous camaraderie is fostered by regular house meetings and inter-house competitions, enabling pupils to feel part of a strong team.

How we Support the

Transition

The transition to Year 7 can be an exciting but daunting prospect for many children, who often have worries about expectations for their behaviour from different teachers, finding their way around an unfamiliar environment and making new friends, to name but a few.

We offer support for this transition through a specialised PSHEE curriculum.

We deliver tailor-made lessons to teach the children the skills for reading timetables and organising themselves to complete their homework ready for each lesson. The children learn about the language of positive mindsets and resilience, then plan the steps needed to meet the targets they would like to achieve in Year 7. Furthermore, the children consider who they might need to talk to if they are struggling with their work, finding it hard to make new friends or finding it difficult to organise their homework tasks, and we discuss practical ways to deal with these issues. This ensures that the children are armed with a range of strategies to cope with common problems that might arise at the beginning of Year 7.

During the Summer term of Year 6, the children have the opportunity to pose their hopes, questions and worries in letters to the Year 7 students in Upper School. Staff and pupils from year 7 visit our pupils to answer their questions. These discussions are essential to reassure our pupils about what to expect and to remove their fears.

During this term, the children are also invited to take part in workshops in the Upper School. This provides an opportunity to have a ‘taster’ of some of the exciting learning opportunities our secondary provision offers, as well as time to meet their new teachers and peers.

For children who are moving to Upper School, a member of staff will take them for a tour around the Upper School building so that they can familiarise themselves with their new surroundings. We encourage the children to take photos and create booklets; these provide a good point of reference for reflection in the long summer holidays, or they can share with family and friends.

We liaise closely with the members of staff in Upper School to pass on key information about the children moving to Year 7 including their friendship groups, their strengths and preferences as well as areas where they might need support to ensure that the children continue to thrive and progress after leaving Lower School.

Our residential trip for Year 5 and 6 in the Summer term provides the children with the opportunity to build their problem-solving skills, independence and resilience through a range of exciting outdoor activities. We feel that this is an important experience for the children to help them to grow in confidence before making the move to Year 7.

We believe that a  smooth transition from primary school to secondary school plays a vital role in giving the children confidence to build relationships, adopt new routines and fulfil their academic goals/potential.

How we Support the

Transition

The transition to Year 7 can be an exciting but daunting prospect for many children, who often have worries about expectations for their behaviour from different teachers, finding their way around an unfamiliar environment and making new friends, to name but a few.

We offer support for this transition through a specialised PSHEE curriculum.

We deliver tailor-made lessons to teach the children the skills for reading timetables and organising themselves to complete their homework ready for each lesson. The children learn about the language of positive mindsets and resilience, then plan the steps needed to meet the targets they would like to achieve in Year 7. Furthermore, the children consider who they might need to talk to if they are struggling with their work, finding it hard to make new friends or finding it difficult to organise their homework tasks, and we discuss practical ways to deal with these issues. This ensures that the children are armed with a range of strategies to cope with common problems that might arise at the beginning of Year 7.

During the Summer term of Year 6, the children have the opportunity to pose their hopes, questions and worries in letters to the Year 7 students in Upper School. Staff and pupils from year 7 visit our pupils to answer their questions. These discussions are essential to reassure our pupils about what to expect and to remove their fears.

During this term, the children are also invited to take part in workshops in the Upper School. This provides an opportunity to have a ‘taster’ of some of the exciting learning opportunities our secondary provision offers, as well as time to meet their new teachers and peers.

For children who are moving to Upper School, a member of staff will take them for a tour around the Upper School building so that they can familiarise themselves with their new surroundings. We encourage the children to take photos and create booklets; these provide a good point of reference for reflection in the long summer holidays, or they can share with family and friends.

We liaise closely with the members of staff in Upper School to pass on key information about the children moving to Year 7 including their friendship groups, their strengths and preferences as well as areas where they might need support to ensure that the children continue to thrive and progress after leaving Lower School.

Our residential trip for Year 5 and 6 in the Summer term provides the children with the opportunity to build their problem-solving skills, independence and resilience through a range of exciting outdoor activities. We feel that this is an important experience for the children to help them to grow in confidence before making the move to Year 7.

We believe that a  smooth transition from primary school to secondary school plays a vital role in giving the children confidence to build relationships, adopt new routines and fulfil their academic goals/potential.

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