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17/09/19

Magna Carta Primary Academy Retweeted
Barnardo’s

Children bullied at school can experience anxiety, which can be even worse for vulnerable young people such as young carers, children in care, and care leavers. We ensure they don’t struggle with their mental health alone. https://t.co/ZEEetAsFeR

17/09/19

Magna Carta Primary Academy Retweeted
SF Said

A library is the beating heart a community. It's a space open to EVERYONE – a public service, dedicated to truth, created for the benefit of us all. Library cuts make each & every one of us poorer, and must be stopped before it's too late. https://t.co/Z96MCsKtmd

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16/09/19

Teddy bears are being fostered by children as a way of encouraging reading for pleasure. Pupils at Magna Carta Primary Academy are fostering teddies with the promise of reading to them at home for 15 minutes every evening. https://t.co/d4nmaO2F7Y https://t.co/mn3E5KkP8r

15/09/19

Magna Carta Primary Academy Retweeted
Richard Brinton

An excellent article on the importance of the , by Michael Rosen. We don't fully realise what untold damage Michael and his successors have done to education in emphasising the purely measurable, and then cramming us with .. https://t.co/CgYoRJog1S

15/09/19

Magna Carta Primary Academy Retweeted
U-M Rackham Inst

Being read to is beneficial for people of all ages! Poet and author, Michael Rosen advocates for aloud to your children into their teenage years. Read the rest of his argument here: https://t.co/tuNYNT3RM6

15/09/19

This is a brilliant organisation with all kinds of volunteers who help in so many ways. We have made links with a care home and have had a talk about dementia to our young pupils. https://t.co/AcgtxUChsq

15/09/19

Magna Carta Primary Academy Retweeted
Richard Brinton

...And some excellent letters in response to Michael Rosen's article https://t.co/9UEfeaL1wE

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15/09/19

Magna Carta Primary Academy Retweeted
early play

Play helps children solve problems. https://t.co/xwGVre8HrE

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15/09/19

Magna Carta Primary Academy Retweeted
NEVILLE LAWRENCE

We always mark the birthday of our son Stephen. We will never forget him. I also remember others suffering the ongoing grief and loss of their children. https://t.co/XkSlkoVuO1

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14/09/19

Magna Carta Primary Academy Retweeted
Tom Pearson

Our 22 month old daughter chatting in and English to our cat. Huge thanks to her awesome Childminder and the Deaf community. We’re very proud parents! Daddy Mummy https://t.co/XSRvLfEjg9

14/09/19

We would love one of these phone boxes in our playground to serve as a permanent book exchange for our parents.

14/09/19

We have this quote up on our hall wall for pupils to see, courtesy of one of our amazing and talented Parent Champions. https://t.co/8wtG20V01O

14/09/19

Our pupils love them all. Our headteacher’s favourite as a child was always George’s Marvellous Medicine. He even tried to make it once- it didn’t end well. https://t.co/UN0d6k9Nlr

14/09/19

Love this!

13/09/19

Congratulations to Willow class for having the best attendance this week at 100%. Whole school attendance was 99.1%.

13/09/19

Parents you will find a ‘Recycle with Michael’ bag in your child’s book bag today. Please fill it with any unwanted clothes and shoes and return to school on Thursday 19th September. This will raise money for our school as well as for

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11/09/19

Magna Carta Primary Academy Retweeted
Forest Hall School

Our open evening is today! We look forward to welcoming all of our prospective students and families. https://t.co/UNeE1dKTjc https://t.co/Ci0wQehkm8

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11/09/19

Magna Carta Primary Academy Retweeted
Kensington Palace

"Whether it is planting, exploring, digging, creating, or playing; quality time spent outside provides children with the perfect environment to form those positive relationships with the people in their lives and the world around them." — The Duchess of Cambridge 🍂 https://t.co/Ks5447RAKh

10/09/19

Do you shop at Aldi? If so, you could help Magna Carta win a school sports kit and maybe even £20,000! Every time you spend £30 in any Aldi store, you will receive a special Team GB athlete sticker. Please bring it into school and we will add it to our poster. We need 300!

08/09/19

We challenge gender stereotypes whenever we can.Although this doesn’t mention gender & there are no labels,unconscious stereotyping still exists.If someone likes them,they should buy both irrespective of gender because surely we want all children to take positive risks & be kind. https://t.co/Gxz8GyogNt

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Anti-bullying curriculum

Anti-bullying week 11th-15th November 2019

Stephen Lawrence Day 22nd April 2020                                                (commemorated at Magna Carta on the 20th April 2020)

 

The theme for Anti-Bullying Week 2019 is: ‘Change Starts With Us’. Anti-Bullying Week runs from 11-15 November 2019. ABA (Anti Bullying Alliance) will hold Odd Socks Day for Anti-Bullying Week on the first day of Anti-Bullying Week (11 November 2019). Magna Carta will take part in this event to raise awareness and to raise funds. CBeebies star Andy Day and Anti-Bullying Alliance patron, and his band Andy and the Odd Socks, are supporting Anti-Bullying Week 2019 and are encouraging pupils to wear odd socks to school during the campaign to show their support and raise money for a good cause.

Bullying behaviour has four key aspects:

  • It’s hurtful
  • It’s intentional
  • It’s repetitive
  • It involves a power imbalance   

The definition of bullying is very important to understand when assessing the difference between ‘relational conflict’ – where there is a ‘falling out’ between individuals – and when it tips the balance to bullying.

E.g., if Rashid and Eve are arguing over a toy. Rashid takes the toy and then Eve grabs it back and vice versa. This is likely to be a relational conflict where they share the balance of power. This doesn’t mean it shouldn’t be challenged, it just isn’t bullying. Take the same example, but this time every time Rashid uses the toy Eve snatches it away. Rashid doesn’t snatch it back but Eve insists on taking it from Rashid each time. This happens over a number of days. In this example the relational conflict is now bullying. It is repetitive, there seems to be intent in the action, it’s is hurtful and the power seems to have shifted because Eve is continuously showing force over Rashid.

  • Children have a right to play in a safe and supportive environment.
  • Bullying is not a ‘rite of passage’. It is well researched that bullying causes long term damage to both the person on the receiving end, and those who bully. Challenging bullying behaviour in the early years gives you a great opportunity to ‘nip it in the bud’.
  • It is not a child’s fault if they are bullied. Children should never be told to just ignore it, or to change who they are. It is the children doing the bullying that need to change their behaviour and their attitude.
  • Children need to be supported to speak out if they think someone isn’t being nice to them. They need to feel comfortable to come and tell you.
  • Refer to Magna Carta’s Anti-Bullying Policy.
  • Do not label a child a ‘bully’. This is an unhelpful label and says that bullying is something you are rather than a behaviour choice you can change. Instead, talk about bullying behaviour.
  • Praise positive behaviour and interactions amongst children.
  • Role model positive behaviour amongst staff and parents.
  • Use story telling: there are many books you can use or you could use dolls to act out scenarios to explore empathy and cover sensitive topics with children, for example about children not being good friends or not playing together nicely. 
  • Challenge stereotypes such as ‘these are boys’ toys’ in a positive and friendly way.
  • If you do see instances of bullying or conflict at Magna Carta, think carefully about any ways that you might prevent this happening again. E.g., are there areas that are less supervised than others or are there ways to empower pupils to alert you to issues as they arise? Or do you challenge negative language?
  • Be clear about how pupils should behave respectfully towards each other. E.g., do you have ground rules such as not being able to say ‘you can’t play with me/us’?
  • Encourage restorative approaches including supporting children to express their feelings in a safe space and to apologise to each other in meaningful ways.
  • Undertake empathy building activities which help young children learn how to express their feelings and recognise emotions in others, discussing the way that people are different, talking about kindness and helping others to feel better when they are upset.
  • Encourage assertiveness in children who might find it difficult to stand up for themselves. E.g., you could role-play scenarios or undertake activities that show children how to express their emotions clearly and calmly.
  • Help young children make sense of differences: present positive attitudes and messages about differences amongst us all and the benefits such attitudes bring to all people.

 

Summary of core knowledge for Reception

  • Definition of bullying for pupils: when a person causes harm to another person several times on purpose (STOP)
  • Clarity of what to do if you feel you are being bullied: start telling other people (STOP)
  • Spend time clarifying and defining harm, ensuring it includes physical and emotional harm

 

Summary of core knowledge for Year 1- as for Reception, plus:

  • How to seek help from adults at school and parents

 

Summary of core knowledge for Year 2- as for Reception and Year 1, plus:

  • How not to be a bystander

Year 2 become anti-bullying ambassadors which they continue to be as they move up the school. Each new Year 2 class also becomes anti-bullying ambassadors until the school is filled with them! This will happen on or around Stephen Lawrence Day (on or around 22nd April) every year.

Anti-Bullying Ambassadors are passionate young people who will stand up to bullying and believe they can change things for the better.

Anti-Bullying Ambassadors believe that bullying is not a normal part of life. They support others and take a stand to shape attitudes and change behaviours. They are a pillar of support; look out for others and a strong pupil voice for the school community.

Fundamental British Values

Opportunities to learn that we have rights but that we are also responsible for how we make others feel so if we harm another person, we must face the consequences. These learning points link well with the values of rule of law and individual liberty.

Teaching the Prevent strategy

Anti-bullying education aims to empower pupils so that they are not easily drawn down avenues which may cause harm to themselves or others.

Teaching pupils how to stay safe

This unit of work serves to empower pupils and to therefore keep them safe from harm, both physical and emotional. 

Promoting healthy living

It is vital that our pupils do not think health is just about physical health. Mental health must be high on the agenda and anti-bullying will contribute towards this.

Curriculum Drivers: How does this unit of work support a broad and balanced curriculum?

Knowledge of the World

Relate learning to real life contexts, promote cultural awareness 

Enterprise and Aspiration

Promotes enterprise

Investigation and Enquiry

Develop collaborative learning, encourage positive risk-taking.

Local, National and Global

Opportunities for pupils to make a difference and contribute positively to the school and wider community- create anti-bullying ambassadors in Year 2

How does this unit of work contribute to the spiritual, moral, social and cultural development of pupils?

Spiritual development

Ability to be reflective about their own beliefs that inform their perspective on life

Moral development

There is a myriad of ethical issues and moral dilemmas to explore, e.g., I think my best friend is bullying me but I don’t have any other friends so I think I’ll just let it happen

Social development

Cooperating well with others and being able to resolve conflicts effectively

 

 

 

 

 

 

 

 

 

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