Old Sarum Primary School

Trust Value

Old Sarum Primary Values:

Community, Trust, Inclusion, Resilience, Aspiration 


What does it look like?

What might it sound like?

What is it not?


·         Feel valued at school

·         Feel listened to by adults

·         Are able to talk to adults about their concerns or problems

·         Trust adults to keep them safe

·         Understand that the rules and expectations in place are there to keep them safe and can see this is consistent across the school

·         Have opportunities to build trust with peers through restorative conversation and team building

·         My teachers keep me safe

·         My teachers listen to me

·         Please can you help me with…

·         Please can I tell you about…

·         I trust the adults in school to help me when I need it

·         Unable to talk to familiar adults

·         Poor choices with behaviour

·         Reporting that adults have not listened to them

·         Consistently do not follow school rules

·         Arguments/ confrontations/ accusations that are unresolved



·         Prioritise Safeguarding

·         Take time to listen to children and eachother

·         Make a conscious effort to build relationsips with children, families and eachother

·         Communicate professionally and consistently with all members of the school community including parents

·         Treat everyone equally and address any concerns raised by children or families

·         Follow the systems, policies and protocols at OSP consistently

·         Fulfill their responsibilities to the best of their ability, and adher to the expectations placed on them

·         Feel valued and able to trust leadership and decisions about the strategic direction of the school

·         Feel able to have honest professional conversations about  areas for development

·         Uphold public trust in the profession (including with conduct online)


·         I hear you

·         I understand your concern

·         I would like to take time to listen to you at…

·         How can we make this right?/ How can we repair this?

·         Can I ask for clarification on…

·         I would like support with…/ like to develop…

·         Please can we discuss…

·         How can I help?

·         Is there anything you need me to do?

·         Talking or gossiping in an unprofessional manner about staff, children or parents

·         Ignoring issues bought to their attention

·         Not following processes and procedures fairly and consistently

·         Apathy- lack of interest or concern

·         Not delivering the curriculm entitlement to children

·         Brushing things aside

·         Tell me later

·         I don’t have time

·         Not considering others at all levels

·         Catastrophizing situations- everything is awful/ negativity

·         Complaining. moaning about issues to colleagues instead of constructively bringing them to senior leader’s attention.

·         Oversharing personal information


Leaders and Governance

·         Ensure Safeguarding is a priority

·         Put consistent systems, policies and procedures in place to support staff, children and families

·         Communicate effectively and in a timely fashion with all members of the school community

·         Share the ‘why’ for decisions wherever possible

·         Fulfill their repsonsibilties consistently to the best of their ability

·         Support, train and empower staff to do their jobs

·         Value pupil voice and listen to their viewpoints, as well as the viewpoints of staff and families

·         Identify appropriate priorities for school improvement and strategically plan how these priorities will be achieved

·         Invest in staff development and wellbeing

·         Support the school community


·         This is what we are doing


·         What is the issue and what can you/ we do about it?

·         This is the policy and procedure for…

·         What barriers are there to x and how can we overcome them?

·         How can we improve?

·         What impact is this having?

·         What professional development can we put in place for x

·         Tell me about….

·         How will we achieve this and when?

·         Do not take concerns seriously

·         Do not listen to staff/ children/ parents

·         Does nothing to address issues

·         See things that need changing/ are not working and does nothing about it

·         Afraid to have difficult/ honest conversations

·         Does not consider staff wellbeing and workload

·         Do not put children first/ hold others to account

·         Do not identify priorites

·         Do not strategically plan

Pedagogy and Curriculm

·         The principles of high quality teaching are prioritised throughout the delivery of the curriculm

·         The curriculm is designed to fulfill all statutory requirements and achieve good progress and strong outcomes for all children

·         Parents and children are informed about the curriculum content and their progress within it

·         Opportunities to develop relationships and trust are built into the curriculm

·         A strong PSHE curriculm is in place

·         Children are explicitly taught about the school values, including the value of Trust

·         Uses best practice and research to ensure we are meeting the emotional needs of all children


·         How can we adapt this for…

·         Where are the gaps and how do we address them?

·         Today in PSHE we are…

·         What interventions do we need for…

·         This relates to our school value of …. Because…

·         I would like to share x progress in …. with you

·         This is how you can support your child

·         What more can I do to support you/ your child?






·         Poorly planned so not all children get what they need

·         No consistency

·         No progression

·         Inadequately resourced

·         Not monitored or adapted if needed

·         Low value given to PSHE

·         Not rooted in school values and vision

·         Not rooted in research/ evidence

·         Does not listen to pupil voice/ feedback

·         Does not provide feedback to children/ families