Our Cultural Capital is about preparing children at Djanogly Sherwood Academy with the knowledge and skills for what comes next.
What is it that children at DSH need that will prepare them for what comes next?
Structure , scaffolding and boundaries which allows children to feel secure enough to take risks:
- We provide a breakfast club that every child can access in order that they are ready for the school day.
- There is a lunch club designed to support those who find free play a challenge and have difficulty maintaining positive friendships.
- Our 5 R's are unique to our school. The 5 R values underpin our school curriculum and makes explicit the kinds of positive behaviour we expect in school.
- Our behaviour management system creates explicit boundaries based on positive reinforcement.
- We work hard to apply our school expectations fairly and consistently, whilst still acknowledging that there will be times when some children will require additional support to acquire certain social skills.
- Behaviour for learning is strong at Djanogly Sherwood. It is built on the values of our 5 R's.
A curriculum that extends the children’s knowledge beyond Sherwood. Including experiences such as:
- Leaders at all levels MAD group (Making a difference)
- Use of stimulating resources eg Google Earth, Google expeditions
- Developing experts
- School visits, particularly Year 6 (where we ensure a memorable experience), the Djanogly Dozen (including their passport) to London, camping under the stars, playing a musical instrument etc.
These are the ways in which our Cultural Capital is demonstrated through our School values:
- Mentors for younger children.
- Lunchtime helpers in the hall.
- Children trained to support with the mentor roles of digital leaders, reading buddies, playtime leaders etc.
- School displays to motivate and challenge.
- Our Year 6 graduation and speech written by the children reflecting on their time here and considering where they aspire to go in their lives.
- Links with other schools and further education establishments.
- A culture of owning up to our mistakes, whilst being supported to make poor choices right.
- Acknowledgement within achievement assemblies of children who have been honest. Holding up good role models.
- Development of our lunchtime play zones.
- Different method of delivery of the curriculum to encourage independence and peer collaboration.
- Celebration assemblies to recognise achievement, recognised by all.
- The connections made to British Values, through the curriculum, assemblies and the ideals of our 5 R's.
- The language of term, respecting and celebrating other children and other cultures.
- ALL children’s achievements are celebrated.