Vision, Values and Ethos
At Offenham Church of England School our mission is to provide abundant opportunities for every member of our community. We endeavour to build on the foundations of wisdom, hope, community and dignity, enabling all to thrive and flourish and to be the best they can be in the light of their unique God-given potential. We seek to provide an excellent education that considers the needs and aspirations of the whole child.
Our School Motto
“Laying a firm foundation"
Our School Vision
To build a school community where everyone is committed to the ongoing pursuit of excellence – a place where there is transformation, growth and progress in children’s social, moral, spiritual, cultural and academic lives.
Roots - Friendship, Perseverance, Respect, Responsibility and Truth.
Fruits - Love, joy, peace, patience, kindness, goodness, gentleness, faithfulness and self-control.
Our School Contract
"Doing my best, to give you the best. Will you join me in doing the same?”
Our school logo
”Each child unique and known by God”
Characteristics of Learning
SOS dog encourages children to follow the Secrets of Successful learning.
A good learner is:
- organised and responsible
- determined and perseveres
- focused and self-controlled
- enthusiastic and lives life to the full
The Diocese of Worcester Multi Academy Trust will, through its mission statement ‘to love, to learn, to serve’, enable all its academies to flourish so that all stakeholders can ‘live life in all its fullness’. (John 10:10)
To Love :
For pupils to grow and learn in schools where, as children of God, their individual qualities are nurtured, to give them fulfilment, self-worth, the skills to contribute to society and confidence in the future.
For staff, accorded dignity and respect, to be enabled to become the very best practitioners that they can be, inspiring, sharing a joy for learning and aspiration.
For academies to be hospitable to diversity, to become the centre of their communities as places of nurture and beacons of educational excellence.
For all learning to be centred in relationships based upon compassion, generosity, truth–telling, forgiveness and reconciliation.
For academies to be resourced and supported so that all pupils within the DoWMAT are enabled to flourish, reaching their potential whatever their starting points.
To ensure staff and governors access high quality professional development so that standards of teaching and learning are excellent.
For academic rigour to be set in the context of rich curricular and extra-curricular opportunities for learning.
For academies to be places where explicit Christian values, collective worship, religious education and opportunities for reflection nurture the spiritual and moral growth of pupils and staff.
To fulfil the wider vision of the Church of England, serving our communities through the work of local academies.
To ensure academies are places of safety for pupils and staff where needs are met with dignity and respect.
To offer help and advice to those who lead our academies at all levels so that they are well equipped to face the challenges ahead.
To ensure that members, directors and trust staff understand the pressures and challenges of education in the 21st century ensuring that those leading and teaching in our academies are resourced and supported
Church of England Vision for Education
Deeply Christian, Serving the Common Good
The vision is deeply Christian, with the promise by Jesus of ‘life in all its fullness’ at its heart. Our vision embraces the spiritual, physical, intellectual, emotional, moral and social development of children and young people. We offer a vision of human flourishing for all, one that embraces excellence and academic rigour, but sets them in a wider framework. This is worked out theologically and educationally through four basic elements which permeate our vision for education:
Educating for Wisdom, Knowledge and Skills
Good schools foster confidence, delight and discipline in seeking wisdom, knowledge, truth, understanding, know-how, and the skills needed to shape life well. They nurture academic habits and skills, emotional intelligence and creativity across the whole range of school subjects, including areas such as music, drama and the arts, information and other technologies, sustainable development, sport, and what one needs to understand and practise in order to be a good person, citizen, parent, employee, team or group member, or leader.
Educating for Hope and Aspiration
In the drama of ongoing life, how we learn to approach the future is crucial. Good schools open up horizons of hope and aspiration, and guide pupils into ways of fulfilling them. They also cope wisely with things and people going wrong. Bad experiences and behaviour, wrongdoing and evil need not have the last word. There are resources for healing, repair and renewal; repentance, forgiveness, truth and reconciliation are possible; and meaning, trust, generosity, compassion and hope are more fundamental than meaninglessness, suspicion, selfishness, hardheartedness and despair.
Educating for Community and Living Well Together
We are only persons with each other: our humanity is ‘co-humanity’, inextricably involved with others, utterly relational, both in our humanity and our shared life on a finite planet. If those others are of ultimate worth then we are each called to responsibility towards them and to contribute responsibly to our communities. The good life is ‘with and for others in just institutions’. So education needs to have a core focus on relationships and commitments, participation in communities and institutions, and the qualities of character that enable people to flourish together.
Educating for Dignity and Respect Human dignity
The ultimate worth of each person, is central to good education. The basic principle of respect for the value of each person involves continual discernment, deliberation and action, and schools are one of the main places where this happens, and where the understanding and practices it requires are learned. This includes vigilant safeguarding. It is especially important that the equal worth of those with and without special educational needs and disabilities is recognised in practice.