This has been introduced for September 2023 as a set of statements that support the ethos and culture of the school. They are the overarching principles that set the tone for all staff and pupils in all areas of school life. 

The school behaviour curriculum sets out ‘how we do things here’. It sits underneath the KACP Way as what pupils need 'to do' to be successful. 

We have seven statements that link directly to our school values, and that were created by all staff in September 2022.

Pupils are expected to:

• Accept when things do not go their way and respond appropriately.
• Conduct themselves in a sensible manner when moving around the school and treat resources with respect. 
• Come to school prepared and ready to learn.
• Contribute to lessons and try their best at all times. 
• Create an environment that makes it possible for everyone to be successful.
• Maintain a high behaviour standard in new and different situations.
• Be respectful and kind to others through their actions and words.

The Spiritual, Moral, Social and Cultural (SMSC) development of our children is at the heart of our education through our Dragon Values:

• Share their achievements and successes with others

• Talk about their personal experiences and feelings

• Express and clarify their own ideas

• Speak about the different events appropriate to their age

• Learn about families and relationships within

• Consider the needs and behaviours of others

• Show empathy

• Develop self-esteem and respect for others

• Develop a sense of belonging

We support the spiritual development of our pupils to enable them to develop their:

• Self-esteem and early skills of critical thinking and independent thought, ability to be reflective about their own beliefs, religious or otherwise and discuss feelings and responses to experiences that inform their perspective on life.

• Interest in and respect for different people’s faiths, feelings and values, sense of enjoyment and fascination in learning about themselves, others and the world around them.

We support the moral development of our pupils to enable them to develop their:

• Ability to recognise the difference between right and wrong, and to apply this understanding in their own lives and, in so doing, respect the civil and criminal law of England;

• Understanding the consequences of their behaviour and actions through  Restorative Practice. 

• Interest in investigating and offering reasoned views about moral and ethical issues, and being able to understand and show consideration for the viewpoints of others on these issues.

We support the social development of our pupils to enable them to develop their:

• Use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds;

• Willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively and

• Acceptance and engagement with the fundamental British Values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs;

We support the cultural development of our pupils to enable them to develop their:

• Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others;

• Understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain;

• Knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain;

• Willingness to participate in and respond positively to artistic, sporting and cultural opportunities;

• Interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity 

• Tolerance towards different religious, ethnic and socio-economic groups in the local, national and global communities.

• Cultural capital through teaching the essential knowledge that children need to prepare them for their future success and identifying a vast array of opportunity for every child to experience.

 

These are the skills and attitudes we believe will allow our students to participate fully in and contribute positively to life in modern Britain.

 

Practical activities at King's Academy College Park School which help develop SMSC:

• Working together in a variety of groups, partners, teams, for example, talking partners, clubs including breakfast club, Toast and Chat and reading buddies 

• Begin to take responsibility in leadership roles such as playground buddies and prefects

• Show appreciation for the success and performances of others in celebration assemblies on Fridays

• Celebrate the arts from around the world through singing, dance and artists

• Participate in a variety of educational visits and welcome visitors to the school day

• Enjoy a range of live performances

• Use assemblies to explore a range of themes, festivals, cultures and religions

• Exposure to stories and literature from different culture

• Learn about the contributions to our local community and society that people have made

• Opportunities to engage in extra-curricular activities after school including board games and choir. 

• Residential trips in Years 2, 4 and 6

• Whole school performances

The aims of relationships and sex education (RSE) at our school are to:

• Provide a framework in which sensitive discussions can take place
• Prepare pupils for puberty, and give them an understanding of sexual development and the importance of health and hygiene
• Help pupils develop feelings of self-respect, confidence and empathy
• Create a positive culture around issues of sexuality and relationships
• Teach pupils the correct vocabulary to describe themselves and their bodies

Relationships education focusses on teaching the fundamental building blocks and characteristics of positive relationships including:

• Families and people who care for me
• Caring friendships
• Respectful relationships
• Online relationships
• Being safe

These areas of learning are taught within the context of family life taking care to ensure that there is no stigmatisation of children based on their home circumstances (families can include single parent families, LGBT parents, families headed by grandparents, adoptive parents, foster parents/carers amongst other structures) along with reflecting sensitively that some children may have a different structure of support around them (for example: looked after children or young carers).

                                                                         

Mental Health & Emotional Wellbeing

At King's Academy College Park, we believe in promoting positive mental health and emotional wellbeing to ensure that the school is a community where everyone feels able to thrive. Our school ethos and values underpin everything that we do.

Who has mental health?

We all have mental health – some people call this emotional health or wellbeing.

What is mental health?

The World Health Organisation defines mental health as a state of wellbeing in which every individual achieves their potential, copes with the normal stresses of life, works productively and fruitfully, and is able to make a contribution to their community. Mental health includes our emotional, psychological and social wellbeing. It affects how we think, feel and act.

Good mental health and wellbeing is just as important as good physical health. Like physical health, mental health can range across a spectrum from healthy to unwell; it can fluctuate on a daily basis and change over time.

Most children grow up mentally healthy, but surveys suggest that more children and young people have problems with their mental health today than 30 years ago. It is thought that this is probably because of changes in the way that we live now and how that affects the experience of growing up.

What helps?

Things that can help keep children and young people mentally well include:

• being in good physical health, eating a balanced diet and getting regular exercise

• having time and the freedom to play, indoors and outdoors

• being part of a family that gets along well most of the time

• going to a school that looks after the wellbeing of all its pupils

• taking part in local activities for young people.

Other factors are also important, including:

• feeling loved, trusted, understood, valued and safe

• being interested in life and having opportunities to enjoy themselves

• being hopeful and optimistic

• being able to learn and having opportunities to succeed

• accepting who they are and recognising what they are good at

• having a sense of belonging in their family, school and community

• feeling they have some control over their own life

• having the strength to cope when something is wrong (resilience) and the ability to solve problems.

What happens in school?

In school, we teach children about what it means to have good mental health and wellbeing throughout our curriculum and daily practice.

Our PSHE curriculum focuses specifically on developing children’s social and emotional skills which can prevent poor mental health from developing, and help all children cope effectively with setbacks to remain healthy. It is about helping children to understand and manage their thoughts, feelings and behaviour and build skills that help them to thrive, such as working in a team, persistence, and self-awareness.

What if my child is experiencing difficulties with their mental health and wellbeing?

Mental health doesn’t mean being happy all the time and neither does it mean avoiding stresses altogether. One of the most important ways to help your child is to listen to them and take their feelings seriously.

In many instances, children and young people’s negative feelings and worries usually pass with the support of their parents and families. It is helpful for the school to know what they are going through at these times, so that staff can be aware of the need and support this.

Coping and adjusting to setbacks are critical life skills for children, just as they are for adults, but it is important that they develop positive, rather than negative, coping skills.

If you are ever worried about your child’s mental health and wellbeing then, just as you would about any concerns that you have about their learning, come and talk to us. Sometimes children will need additional support for a short period – this may be in the form of a daily check-in with a trusted adult,  time to talk through what they are feeling and support in developing ways of moving forwards with this.

If your child is distressed for a long time, if their negative feelings are stopping them from getting on with their lives, if their distress is disrupting family life or if they are repeatedly behaving in ways you would not expect at their age, then please speak to your child's teacher.

Looking after yourself  

If things are getting you down, it’s important to recognise this. Talk to someone you trust and see what they think. It is easy to go on struggling with very difficult situations because you feel that you should be able to cope and don’t deserve any help.

Come and talk to us, in confidence and let us know when things are tough. As much as you try to hide how you are feeling from your child, they will notice even the smallest changes.

Go to your GP if things are really getting on top of you. Asking for some support from your doctor or a referral to a counselling service is a sign of strength. You can’t help your child if you are not being supported yourself

Documents

Parent Advice

Breathing Exercises

Finding support

Childline (For 18s and under): 0800 1111

YoungMinds Parent Helpline: 0808 802 5544

NSPCC: 0808 800 5000

Youth Wellbeing Directory: youthwellbeing.org

Did you know King's Academy College Park has achieved an Anti-Bullying award for two years running? 

Find out how we define bullying at KACP

 

This year's anti-bullying theme is:

'Make A Noise About Bullying' 

 

 

 

King's Academy College Park offers a range of extra-curricular activities, for no additional cost to our families, across the year to ensure that all of our pupils have the opportunity to develop their interests or even try something new!

Last year we had nearly 300 free spaces that were filled by 193 children!

If you think your child would benefit from joining one of our clubs, contact the school office!

The 2023-2024 programme has the following clubs on offer: 

Origami: Want to find out how to make a cat out of paper? Want to be creative? Then this is the club for you! Let's see how it all unfolds

Gardening: For any ‘budding’ gardeners out there, this is the club for you!

Art Attack: If you enjoy painting and drawing then join us to have fun, be creative and express yourself through art

Spanish: Hola! Do you want to learn how to speak another language? Do you like learning through song, games and role play? If so, then this is the club for you! Bienvenidos niños y niñas!

Computing: Love technology and games? Put your knowledge of coding to the test and create your very own game.

Choir: Do you love to sing? Do you like to sing in a group with others? Then this is the club for you! Join the choir and find your voice.

Journalist Club: Do you have a passion for writing? Do you want to write for a real newspaper? Then come be part of our club where we will research and write about breaking news in our school.

Multi-sports: Do you love sports? We will be using this time to develop our skills in different sports and activities!

The King’s Group vision is to create a global community of pupils and staff; broadening horizons, fostering understanding and raising aspirations by connecting our academies with other schools across the world.

At King’s Academy College Park, we believe that an internationally-minded curriculum builds cultural understanding, improves communication skills, and promotes knowledge and awareness of the wider world. Enrichment activities such as International Day and overseas partnership projects provide unique opportunities for students to explore people and places beyond the limitations of their surroundings.

Coordinating our international work at King’s Academy College Park is Miss Pullen. If you are interested in getting involved in our international projects by volunteering knowledge, or sharing your experiences or expertise, please contact us.
 

International Days

All King’s Group Academies came alive with the colours, sounds and celebrations of the countries and cultures represented in each school in the Summer Term 2023. International Celebration days are an opportunity to embrace the rich diversity of our student bodies as well as learn more about the experiences of our friends in our partner schools around the world.

A key fixture on the calendars of all King’s Group Academies is International Day. On this day, our schools come alive with the colours, sounds and celebrations of the countries and cultures represented in their communities and curriculums. International Days are an opportunity to embrace the rich diversity of our student bodies as well as learn more about the experiences of our friends in our partner schools around the world.

From activities in language, sport, music, art, global issues and cultural traditions, students are exposed to a rich tapestry of ideas in creative and collaborative ways on KGA International Days. 

Ultimately, integrating International Days into the school calendar not only enhances the educational experience but also prepares students to be informed and compassionate global citizens in an increasingly interconnected world.

 

Student Partnership Projects

Students in King’s Academy College Park enjoyed collaborating with peers in the UAE on projects to promote their cultural and geographical understanding. Year 5 students from Amity International School, Abu Dhabi took part in live question and answer sessions with KACP students and undertook shared projects to teach one another about their locality. We are looking forward to building on this partnership to include collaborative work across a variety of curriculum areas.

Partnership projects such as these offer a myriad of benefits to all involved. Not only is curriculum work enriched with real-world context, but through these shared projects, students gain a broader and personal perspective on global issues, allowing them to approach challenges with a more open and empathetic mindset. 

"The quality of the work produced has been significantly higher than usual due to the real-life collaboration and accountability to their new peers.” 

Teacher, KACP

 

For more information on our the KGA International Dimension, please contact International Director, Louisa Perkins.

Louisa Perkins

International Director

louisa.perkins@kingsacademies.uk