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Core Values

At Ramsgate Arts Primary School, we have carefully selected seven values to develop in our pupils. These core values are explored both discretely and organically throughout the year.

It is our intention that, with guidance and practice, our pupils will develop a strong understanding of these values, learning to apply them in their lives both within and beyond school. 

What are Ramsgate Arts Primary School’s core values?

Ramsgate Arts Primary School’s values are 

  • Aspiration
  • Enquiry
  • Engagement
  • Challenge
  • Collaboration
  • Diversity
  • Autonomy

Why have we chosen these values?

We believe that each value brings the opportunity for pupils to flourish. Although there are hundreds of other values and character traits to choose from, for us, within our setting these values stand out as core values.

Below, please find details about our interpretation of each value and the knowledge, skills and wisdom we believe them to ignite in our pupils.


To have aspiration is to have hope. We want to instil in our pupils to aspire to achieve in life, whether that might be in their lessons or their hobbies, their personal achievements or as a team. We know that helping pupils realise their aspirations for the future will allow them to plan for achieving these aspirations. If they can consider and identify their hopes and dreams, they can begin to achieve them.

Definition of aspiration shared with the pupils: the ambition of achieving something

Key vocabulary used when discussing aspiration: aspire, aspiration, aspirational, ambition, hope, dream, achieve, achievement, strive, potential, possibility, purpose, inspire, inspiration, inspirational


To have an enquiring mind allows pupils to develop both their knowledge and understanding. When pupils show curiosity about the world and people around them, they can begin to gain a sense of self and other. By asking questions and following a line of enquiry, knowledge grows.  Having an enquiring mind also allows pupils to think creatively. It gives pupils the practice to consider a wide range of possibilities, selecting the most suitable or unique ideas to lead them to success. At Ramsgate Arts Primary School, we know the value of creativity and know that creativity begins with a sense of inquisitiveness.

Definition of enquiry shared with the pupils: a curiosity that sparks questioning and exploration

Key vocabulary used when discussing enquiry: enquiry, enquire, line of enquiry, curious, curiosity, exploration, explore, creativity, options, outcomes, understanding, knowledge, question, ask, open question, closed question, investigate, inquisitive, inquisitiveness


At Ramsgate Arts Primary School, we aim for our pupils to engage into all aspects of their school and home lives. We believe that developing focus and awareness enables and promotes full engagement. With this in mind, our pupils learn about and engage in mindfulness in every year group. This might take form of mindful movement, breathing, peer massage or forms of age-appropriate meditation. Pupils are encouraged to engage in all they do and this engagement is celebrated. Pupils are taught the benefits of engaging fully and how deep involvement in tasks promotes flow and optimises outcomes. They are taught to evaluate their engagement and take part in meta-cognition (thinking about thinking).

Definition of engagement shared with the pupils: taking part, being physically and mentally present and participating fully.

Key vocabulary used when discussing engagement: engagement, engage, engaging, participating, participate, taking part, attending, present, focused, focus, active, involved, involvement, mindful, mindfulness, meta-cognition, flow


Challenge at Ramsgate Arts Primary School refers to pushing oneself towards goals to reach true potential. It is our aim for our pupils to experience mastery across a range of subjects. We ask pupils to understand what challenges them in their learning and how to seek challenge to optimise learning. Pupils are assisted in setting and achieving realistic yet challenging goals that are unique to them. They learn how to appreciate marginal gains and progress towards their goals to help them feel motivated and driven. As a part of working through challenges, we teach our pupils the significance of positive mind set and optimism, whilst maintaining a balance of realism and knowing when to ask for help. We teach out pupils about resilience and how to predict and respond to setbacks.

Definition of challenge shared with the pupils: pushing to the limits of our learning and showing bounce in all we do.

Key vocabulary used when discussing challenge: challenge, challenges, challenging, exerting, pushing, achieving, drive, grit, resilience, bounce, goals, target, target setting, marginal gains, progress, success, setbacks, growth mind sets, fixed mind sets, mastery.


Successful collaboration is vital for our pupils, both during their school and home lives, and for their futures too. To learn, work and achieve successfully alongside others is imperative for growing into a productive citizen. For that reason, we put collaboration at the heart of all we do at Ramsgate Arts Primary School- and at the heart of collaboration comes kindness.

Our pupils frequently learn and work together in pairs, small groups and large groups. Through their arts lessons, our pupils learn the benefits of collaboration first-hand as they rely upon one another for successful shared outcomes. As part of developing their collaboration skills, pupils learn about the value of working alongside others. They learn to empathise with others and value others’ contributions towards a goal. They learn to connect with others and develop skills such as effective listening, balanced contribution, compromise, effective communication and leadership.

Definition of collaboration shared with the pupils: understanding, valuing and working with others to experience shared success.

Key vocabulary used when discussing collaboration:  collaboration, collaborate, collaborative, group, team work, empathy, citizenship, society, community, empathy, empathise, contribution, cooperation, compromise, shared success, shared achievement, kind, kindness, respect, respectful.


At Ramsgate Arts Primary School, we understand the importance of recognising the value of diversity in our world. Our aim is to ensure that by the time our pupils leave us in year six, they do so with a broad knowledge, understanding and appreciation of different cultures, ages, ethnicities, faiths, physical and mental abilities, genders, talents, beliefs and interests. It is vital that they feel comfortable to be who they are and learn that a diverse world brings many benefits and rewards to everyone.

We are an anti-racist and anti-bullying school that teaches our pupils to live with open hearts and minds. We always stand up and speak up for the equality, respect and equity for all. 

Definition of diversity shared with the pupils: understanding that each individual is unique, and developing an awareness of self and other.

Key vocabulary used when discussing diversity: diversity, diverse, different, equality, equity, appreciation, choice, respect, belief, opinion, ability, disability, culture, ethnicity, faith, religion, gender, value, tolerance, individual liberty.


It is our aim that pupils at Ramsgate Arts Primary School develop autonomy at each stage of their school life. This includes taking responsibility for their learning and their actions both inside and outside of school. We teach our pupils the importance of analysing choices they have and how their actions have consequences. They learn how to take ownership for their behaviours, reflecting on how they can positively contribute towards society as an individual. They learn about self-control and will power, finding ways to manage and regulate themselves. As a result of developing autonomy, pupils’ confidence and self-sufficiency increases. They feel trusted and valued and so learn to trust and value themselves. 

Definition of autonomy shared with the pupils: taking responsibility for myself, my choices and my actions to contribute positively towards the communities I find myself in.

Key vocabulary used when discussing autonomy: autonomy, autonomous, independence, self-sufficiency, individuality, self-regulation, will power, self-control, consequences, choices, individual liberty, morality, moral compass, society, community, responsibility, responsible, behaviour, actions, confidence.

How are core values embedded into the school ethos at Ramsgate Arts Primary School?

At Ramsgate Arts Primary School, core values form the fabric of our school culture. Although each term hosts a core value, all core values are woven into school life.

Discrete teaching of the core values through the value of the term

Through whole school assemblies, our pupils are taught about the meaning and benefits of the term's core value. They are taught how the value can be used to develop them as individuals within our school community. They learn the features of the value and celebrate the value in themselves and others. 

Each term, during Personal Development Week (read more about this in the Personal Development section of the website) pupils engage in lessons relating to the value of the term. These lessons are both cohesive and progressive across the school, meaning that the pupils' understanding of the value grows with them as they move through the school.

Core Values in day-to-day life at Ramsgate Arts Primary School

Each core value is developed subtly as pupils move through their learning lives. Pupils who display the core values are celebrated for doing so through our weekly Celebration Assembly, and through praise and recognition from the class adults, their peers and senior leaders too.

Pupils are encouraged to reflect on their use of the values and are often given opportunities in class to evaluate how they embody the values. If a child needs to develop their use of a core value, adults are able to guide them with effective suggestions or support to do so.

All staff know and understand our core values. Biennially, we hold professional development meetings designed to assist our teachers in developing their appreciation of each value and help them find ways to maximise the value within their daily teaching practice. The RAPS team take time to display the values to the pupils and act as role models for each of the values too.

Do you assess pupils’ use of the core values?

Core values at Ramsgate Arts Primary School are not formally assessed. It would be very difficult to assess an individual’s use of the core values because young people move fluidly through their application of these as they grow and change. There are so many influencing factors relating to the core values so assessing pupils formally against the values would not lead to accurate or useful results.

What teachers can and do manage is to informally make observations about a pupils’ use of the values. Through day-to-day learning, teachers can make informal observations of how pupils apply the values. In turn, use these observations can be used to make simple judgements about pupils in relation to how they express and embody each value. For example, one child might show a real drive for challenge in all they do, but need to develop their collaborative interactions with their peers. Making these informal judgments enables teachers to offer pupils individualised and pragmatic support to improve their personal development.

How will parents/carers know how well their child is using the school’s core values?

Through regular and informal interactions and with the class teacher your child’s use of the core values will often become an organic topic of discussion.

Ramsgate Arts Primary School hosts formal parent’s meetings twice per academic year. These meetings are prime opportunities for parents/carers and teachers to discuss how well children understand and use the core values.  

In addition to this, teachers write reports on their pupils each year. Through the reports, comments are made on an individual’s personal development, which includes reflections about how well they embody the core values.

If you would like to know more about how your child responds to and uses the core values, please contact their class teacher. Equally if you wish to support your child’s use of the values, please see the ‘Developing the Core values at Home' suggestions below.

Developing the core values at home - Ten Top Tips for Parents and Carers

Practising and celebrating the core values at home is a great way to help your child develop personally. Below are ten top tips for using the core values at home.

  1. Create opportunities for developing autonomy. If you notice that your child is needs to develop autonomy, try building in opportunities for them to do more for themselves or the family. Tell them that you trust them to complete tasks and be sure to prove this by letting them get on with things on their own. Be sure to praise them for taking responsibility. It could be jobs around the home, completing a project or making a phone call to a grandparent- anything that develops that sense of achievement. When planning for tasks that develop autonomy, it is a good idea to do so alongside your child. You can pitch an idea and ask your child how they’d feel about the task and if they think it is achievable for them. This shows that you respect and value their thoughts and contribution towards developing self-sufficiency.
  2. Create opportunities for developing a sense of challenge. Tell your child why challenging themselves is important. Help them develop optimism in their thinking. Discuss what optimism means and explain that if we live with optimism it can help us face challenges and achieve more. Model ‘thinking of the bright side’ when things are tricky and ensure that you child doesn’t attribute failure to their personality. If things go wrong, they need to know how to adapt their approach and reflect on any failure with openness. Help them achieve this by detaching their
  3. Create opportunities for developing an understanding of diversity. To help your child develop an understanding of diversity can be very tricky- especially living in a bit of a bubble without much diversity around them. One great way to expand their understanding of diversity is to ensure your home reading books represent a range of different people. Another way is to ensure an awareness and respect of difference and variety is to simply share discussions about this at home. Be sure to respectfully challenge your child on any unhealthy perspectives they seem to have adopted.   
  4. Create opportunities for developing engagement. To help your child to develop engagement always begin with the purpose of doing something. Discussing how the activity is necessary or beneficial will help them participate with the intended outcome in mind. Another way to develop engagement is to help you child find what they love doing.
  5. Create opportunities for developing collaboration. Many children find collaborating difficult. This is sometimes due to the fact that collaborating with others can mean they don’t get to do things in the way they want to! To develop collaboration at home, try playing team games that develop cooperation or completing projects alongside someone else.
  6. Create opportunities for developing an enquiring mind. Developing inquisitiveness opens up so many possibilities to children. Encourage this by modelling asking lots of questions about the world around us and welcoming your child to ask questions too. You can also seek to find answers together through researching online or asking other.
  7. Create opportunities for developing aspiration. Modelling your own aspirations and hopes can be very powerful. Talking to your child about their aspirations is great, but be mindful to listen to and respect their aspirations- even if these differ wildly to your own aspirations for them as a parent/carer.
  8. Praise your child. When you notice they have shown elements of a value, praise them and tell them how showing this behaviour will positively impact themselves or others. For example, ‘You really faced the challenge when learning to ride your bike. Even when it was difficult you showed resilience to keep trying! You’ll get better each time you practise.’
  9. Tread carefully with feedback. Character traits can be very personal so when offering feedback to your child about poor use of a core value, do so with respect and tact. Avoid criticism, e.g. ‘You really can’t collaborate well with your brother can you!’ and aim for constructive feedback instead, e.g. ‘It’s hard for you to get along with your brother when you act this way. Try to show better collaboration by listening to his ideas respectfully.’
  10. The balance between recognising their challenges and maintaining expectations. We all find different things challenging. Some children will find it difficult to work alongside others whilst some will find it very difficult to act with autonomy. Knowing your child’s challenges can help you relate to them. Show empathy for your child by making sure they know you understand that this is something hard for them. At the same time, find a balance between knowing this and accepting this. Just because your child finds it hard to share, doesn’t mean they should not do so! Try to keep in mind what it is you expect your child to realistically achieve and use this to drive how your respond to their behaviours.

All in all, developing core values at home is something that will likely happen through your daily interactions with your child. Avoid putting pressure on yourself or your child and approach the values with a sense of joy and celebration!

Finally, if you are concerned about your child’s personal development in anyway, please speak with their class teacher, Miss Hughes, Miss Elliot or a member of the RAPS senior leadership team who will be happy to help you in any way they can.