Developing Whole School Teaching and Learning Skills - Case Study Example

The school through enjoyable activity reminds the pupils of the rules and expectations needed from them. A regular good behavior displayed by a pupil is rewarded by praise. Any social and emotional problems are amicably resolved when the school staff works productively with the external agencies and families. Consequently, all pupils do socialize well in both the dining and playground pavilion. With the policies in place, there is virtually no bullying or racial discrimination. The school management leads the school in a very effective and efficient partnership which ensures that fairness, equality pervades within the school environment without any discrimination whatsoever.

The strong values and shared moral purpose have made the school community speak with one voice. The whole-school curriculum plan identified an appropriate progression of skills in all subjects. The social, moral, spiritual, and cultural development of the pupils is promoted well. The greater flexibility in the management of pupils’ behavior enables the students to have better opportunities to develop well in their independence and self-discipline. Pupils are well integrated both in the classrooms and outside with a view to reflecting the efforts of the school to include all pupils from different cultural and religious backgrounds.

For instance, in the lessons of the classroom, they co-operate and collaborate well especially during the physical education lessons. The pupils relate well to each other, their teachers, and other adults who work with them. Pupils from varied races intermingle very well and play well together on the playground. Furthermore, these policies made the pupils share resources and equipment in a sensible manner especially when working together. Assess the impact these laws and policies have on addressing aspects of culture and religious diversity of pupils With the policies and laws in place, the pupils eligible for free school meals are above average.

Generally, the pupils feel safe, enjoy the school, and are well cared for. For instance, they work together in a constructive manner and their behavior is considerate. Black African pupils represent the largest group in the school and are able to speak at least 2 languages between them. The implementation of anti-discriminatory and anti-bias practices resulted in pupils learning excellently on issues about different cultures and identities. Therefore, these pupils excelled very well in their academics.

Thus, their confidence and friendliness have demonstrated good moral and social development. Consequently, the implementation of anti-discriminatory and anti-bias practices enhanced the pupils’ self-respect and respect for others. Also, it contributed to excellent cultural development among the pupils and the best attitudes to learning and to one another. The pupils are allowed to visit local places of worship of their own religion due to their religious diversity. Within the school environment, there were positive relationships between many pupils from different ethnic, cultural, and religious backgrounds (www.schooletc.co.

uk/school-surrey-square-infant-school). There is good provision of pupils, spiritual, moral, social and cultural development. These acts of collective worship gave the pupils an opportunity for personal and shared reflection. Cultural development was promoted through literature, art, music, and religious education lessons in the classrooms. The school management team together with teachers showed commitment to foster respect for cultural and religious diversity and provide equal educational opportunities to every child.

Anti-bias practices and multicultural curriculum objectives were integrated into the educational program helped pupils to develop positive attitudes towards other pupils from different cultures. The implemented anti-discriminatory and anti-bias practices created a harmonious atmosphere as the pupils behaved well in lessons and around the schools. They are able to illustrate respect for each other’s opinions, feelings, values, and beliefs thus able to work unmonitored both independently in pairs and in small groups.