Our STREAM Culture

S – SENSORY

T – TOGETHER

R – RELATIONSHIPS

E – ENGAGED

A – AUTONOMY

M – MINDSET

This is our culture. STREAM reflects the needs of children, staff, governors and the wider community and it threads through all aspects of school life. From the Relationships Policy and Staff Code of Conduct to the curriculum, environment and the way we teach. It guides all decision making at all levels.

Environment:

Making purposeful decisions about classroom set up and design can help foster a more inclusive environment.

Fostering a more inclusive learning environment supports a wider range of students. This includes children with ASD, who may be hypersensitive to certain sounds or textures, or hyposensitive, needing to seek out more movement or stimulation.

Sensory sensitivities can also be present in students with ADHD, anxiety, or who have learning disabilities. Students who wouldn’t be formally diagnosed with anything might simply process sensory information differently. Some students may be easily distracted by visual clutter, some students might crave movement breaks throughout the day. As a result, by creating a sensory-friendly classroom, we can embrace this neurodiversity and ensure all students have the opportunity to thrive.

We also take into account our senses within the design and development of our outdoor space and playtimes. Alongside Pupil Council, we are exploring whether children have the chance to move and play in the way they need to during non-structured breaks.

We will ensure that our extensive grounds meet the needs of all the children who attend our school. We want children to be able to use playtimes to reset, feel included, regulate, risk take and develop a sense of competence when practicing and performing self-directed tasks within a social setting. Play is a crucial element of childhood.

Curriculum:

When planning, teachers and leaders keep in mind the sensory needs of the class. They think about the different ways learners learn and how a multi-sensory approach can enrich the learning experience. Embodied Learning.

Sensory

Keeping in mind the sensory needs of children is an important strand of our STREAM culture at Stithians. Many children, with or without diagnosed sensory processing disorders, experience sensory sensitivities. As a result, bright lights, loud noises, and crowded spaces can be overwhelming, hindering their ability to focus and learn and contribute to sensory overload.

In Class:

I am calm

I understand how my behaviour can affect those around me in a positive or negative way.

I know what I need to help me focus.

At Playtimes:

I have play opportunities available to me that let me swing, run, jump, imagine, dance, roll, sing, hide, crouch, dig and move in all the ways I need to in order to feel good and calm in my body.

Together

Together is the strand of our STREAM culture that promotes inclusion and equity on all levels. It reflects the importance of community and belonging, the feeling that we are part of something and we matter.

I know how to find and ask for help

I know the resources I need to help me with my learning

My teacher knows the small steps I need to help me understand

My teacher has had the training they need to help everyone

I am respectful to everyone in my class regardless of difference

Relationships

Relationships are at the core of everything. This is reflected in our Relationships and Behaviour Policy. All staff have had Thrive training and use the skills they have learnt to build strong and mutually respectful relationships with children throughout the school.

Staff and governors have built and continue to build open and honest relationships with each other in which we care deeply, challenge directly and approach each other with curiosity and kindness. We extend this out into our parent and wider community; working together to build strong relationships with the collective aim of improving and developing our school to enrich the lives of the children who attend it.

I understand the importance of working together

I show respect to my teachers and my classmates

I can disagree respectfully

I understand the importance of building trust in relationships

I will try to resolve conflict calmly and with respect

Engaged

We are committed to providing opportunities which promote high levels of child engagement in learning and in play. Engagement can refer to teaching and learning within the curriculum, but it can also refer to opportunities for play on offer in the playground. We are engaged with our community. We are present and engaged in our relationships and communications.

I am engaged in my learning

I give my full attention when someone is speaking to me

Autonomy

According to Self-determination theory there are three psychological factors which underlie growth and development and foster intrinsic motivation. These are autonomy, relatedness and competence.

We want teachers, learners and parents to know and feel that they have a voice. That they are part of decision making and have input into the development of the school and their role within it.

I know my voice is heard by my teachers

I actively participate in shaping our school

I have choice over how I play

I understand that with choice, comes responsibility

I make sure my choices don’t harm anyone else

Teachers:

I have freedom to teach in the way that suits my class

I create opportunities for my class to choose how they learn

Mindset

Mindset is a choice. We aim to provide an environment which enables children and staff to have a positive, growth mindset. We understand that mistakes are a springboard to learning and embrace any obstacles we may face as a chance for curiosity

I understand the importance of a growth mindset

I am resilient and know how to bounce back

I seek to understand other people’s point of view – even if they differ from my own

I know that mistakes are a springboard to new learning