Our Aims and Values

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The Aims and Values of Braunton Academy


"Preparation for life - Developing our students' skills and creativity"

Braunton Academy aims to encourage each student to be happy, a self-confident, inquiring, tolerant, positive young person, a well-rounded character with an independent mind, an individual who respects the differences of others. We want each child to have that true sense of resilience and self-worth which will enable him/her to stand up for him/herself and for a purpose greater than him/herself, and, in doing so, to be of value to their family, local community and society as a whole.


Our central aim is to inspire each child to ‘Aspire & Achieve’; to maximise success, achievement and personal fulfilment in all they do: by promoting and teaching our agreed values of the "Personal Learning and Thinking Skills", RESPECT, CHARACTER and COMMUNITY in a secure and purposeful environment which our young people find stimulating, respond to and enjoy, we will continue to encourage and support a genuine LOVE OF LEARNING for life. 




















"Personal Learning and Thinking Skills" - The skills

Creative thinkers
Young people think creatively by generating and exploring ideas, making original connections. They try different ways to tackle a problem, working with others to find imaginative solutions and outcomes that are of value. Students learn to:

  • generate ideas and explore possibilities

  • ask questions to extend their thinking

  • connect their own and others’ ideas and experiences in inventive ways

  • question their own and others’ assumptions

  • try out alternatives or new solutions and follow ideas through

  • adapt ideas as circumstances change.


Reflective learners
Young people evaluate their strengths and limitations, setting themselves realistic goals with criteria for success. They monitor their own performance and progress, inviting feedback from others and making changes to further their learning. Students learn to:

  • assess themselves and others, identifying opportunities and achievements

  • set goals with success criteria for their development and work

  • review progress, acting on the outcomes

  • invite feedback and deal positively with praise, setbacks and criticism

  • evaluate experiences and learning to inform future progress

  • communicate their learning in relevant ways for different audiences.


Independent enquirers
Young people process and evaluate information in their investigations, planning what to do and how to go about it. They take informed and well-reasoned decisions, recognising that others have different beliefs and attitudes. Students learn to:

  • identify questions to answer and problems to resolve

  • plan and carry out research, appreciating the consequences of decisions

  • explore issues, events or problems from different perspectives

  • analyse and evaluate information, judging its relevance and value

  • consider the influence of circumstances, beliefs and feelings on decisions and

  • events

  • support conclusions, using reasoned arguments and evidence.

Team workers
Young people work confidently with others, adapting to different contexts and taking responsibility for their own part. They listen to and take account of different views. They form collaborative relationships, resolving issues to reach agreed outcomes. Students learn to:

  • collaborate with others to work towards common goals

  • reach agreements, managing discussions to achieve results

  • adapt behaviour to suit different roles and situations, including leadership roles

  • show fairness and consideration to others

  • take responsibility, showing confidence in themselves and their contribution

  • provide constructive support and feedback to others.


Young people organise themselves, showing personal responsibility, initiative, creativity and enterprise with a commitment to learning and self- improvement. They actively embrace change, responding positively to new priorities, coping with challenges and looking for opportunities.
Students learn to:

  • seek out challenges or new responsibilities and show flexibility when priorities change

  • work towards goals, showing initiative, commitment and perseverance

  • organise time and resources, prioritising actions

  • anticipate, take and manage risks

  • deal with competing pressures, including personal and work-related demands

  • respond positively to change, seeking advice and support when needed

  • manage their emotions, and build and maintain relationships.


Effective participators
Young people actively engage with issues that affect them and those around them. They play a full part in the life of their school, college, workplace or wider community by taking responsible action to bring improvements for others as well as themselves. Students learn to:

  • discuss issues of concern, seeking resolution where needed

  • present a persuasive case for action

  • propose practical ways forward, breaking these down into manageable steps

  • identify improvements that would benefit others as well as themselves

  • try to influence others, negotiating and balancing diverse views to reach workable

  • solutions

  • act as an advocate for views and beliefs that may differ from their own. 

"Personal Learning and Thinking Skills" leading to the understanding and application of....


....‘Character’: developing a set of attitudes, skills and behaviours – such as self-control, confidence, social skills, motivation, and resilience – that are thought to underpin success in school and beyond. These are also referred to as ‘social and emotional skills’, ‘non-cognitive skills’ or ‘essential life skills’. They include the ability to respond to setbacks, work well with others, build relationships, manage emotions, and cope with difficult situations. There is growing evidence that these skills are important to children’s later outcomes.

....'Respect': learning to be careful and thoughtful with other people, showing respect with kind words and actions, helping everyone feel welcome, comfortable and safe. Respect is a positive feeling or action shown towards someone or something; it conveys a sense of admiration for good or valuable qualities; and it is also the process of honoring someone by exhibiting care, concern, or consideration for their needs or feelings. People keep learning about what respect is as they grow. They learn how respect looks and sounds. They learn how to use respect when working with others.


....'Community': developing a sense and perception of interconnection and interdependence, shared responsibility, and common goals; of people's needs and resources whilst maintaining respect for all community members, and involving key community members in a wide variety of activities and programmes.


All are designed to inspire curiosity, creative thinking, an understanding and joy towards developing "A Love of Learning":
As adults, we can inspire and encourage a love of learning in our children by creating an environment of support - both at home and at school - in which children can develop their own ideas, express feelings, take chances, make choices, share their opinions, and most of all, grow to be strong individuals.


"Aspire and Achieve" 
We value and celebrate aspiration and achievement of all sorts, both within and outside the curriculum, encouraging the highest ambition and personal commitment, and supporting individual strengths and interests.




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