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chool Day: 8:40 - 15:10

Diary Dates - This Week 

25/06 - Mobile Library

26/06 - Forest School - Lions

26/06 - KS2 Cricket Competition

27/06 - Bags to School

28/06 - Lions trip to YWP

Future Dates

03/07 - Forest School - Dolphins

03/7 - KS2 Cricket - Askern Cricket Ground

03/07 - Y5 transition day - Campsmount

04/07 - Carleton School Induction day

05/07 - Careers Morning

05/07 - Non Uniform Day

08/07 - Nursery Stay and play - New Starters

08/07 - Brayton School Transition week

09/07 - Campsmount Transition

09/07 - Sports Day & Summer Fayre

10/07 - Transition Morning

10/07 - KS1 Cricket - Askern Cricket Club

16/07 - Reserve Sports Day






If your child leaves school unsupervised, please ensure you complete this form.


If your child is due to start secondary school in 2024, please see attached letter.


 If your child is due to start Primary school in 2024, please see attached letter.








Personal development 

Here at Kirk Smeaton CE Primary School, we are dedicated to supporting the whole child and their personal development.  Here are some of the things we instill in our young people. Please see the information to British Values and PHSE and RSE that has a direct link to Personal development. 


Developing the whole child to be: 

  • Responsible, respectful and active citizens who are able to play their part and become actively involved in public life as adults
  • Pupils’ understanding of the fundamental British values of democracy, individual liberty, the rule of law and mutual respect and tolerance
  • Pupils’ character, which Ofsted defines as a set of positive personal traits, dispositions and virtues that informs their motivation and guides their conduct so that they reflect wisely, learn eagerly, behave with integrity and cooperate consistently well with others
  • Pupils’ confidence, resilience and knowledge so that they can keep themselves mentally healthy
  • Pupils’ understanding of how to keep physically healthy, eat healthily and maintain an active lifestyle, including giving ample opportunities for pupils to be active during the school day and through extra-curricular activities
  • Pupils’ age-appropriate understanding of healthy relationships through appropriate relationships and sex education


  • Equality of opportunity so that all pupils can thrive together, understanding that difference is a positive, not a negative, and that individual characteristics make people unique
  • An inclusive environment that meets the needs of all pupils, irrespective of age, disability, gender reassignment, race, religion or belief, sex or sexual orientation


  • Pupils to recognise online and offline risks to their well-being – for example, risks from criminal and sexual exploitation, domestic abuse, female genital mutilation, forced marriage, substance misuse, gang activity, radicalisation and extremism – and making them aware of the support available to them
  • Pupils to recognise the dangers of inappropriate use of mobile technology and social media
  • Readiness for the next phase of education, training or employment so that pupils are equipped to make the transition successfully


  • An effective careers programme in line with the government’s statutory guidance on careers advice that offers pupils:
    • Unbiased careers advice
    • Experience of work, and
    • Contact with employers to encourage pupils to aspire, make good choices and understand what they need to do to reach and succeed in the careers to which they aspir

Spiritual development: 

  • Ability to be reflective about their own beliefs (religious or otherwise) and perspective on life
  • Knowledge of, and respect for, different people’s faiths, feelings and values
  • Sense of enjoyment and fascination in learning about themselves, others and the world around them
  • Use of imagination and creativity in their learning 
  • Willingness to reflect on their experiences

Moral development:

  • Ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, and to recognise legal boundaries and, in doing so, respect the civil and criminal law of England 
  • Understanding of the consequences of their behaviour and actions 
  • Interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues

Social development: 

  • Use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds
  • Willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively
  • Acceptance of and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs. They will develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain

Cultural development:

  • Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others
  • Understanding and appreciation of the range of different cultures in the school and further afield as an essential element of their preparation for life in modern Britain
  • Ability to recognise, and value, the things we share in common across cultural, religious, ethnic and socio-economic communities
  • Knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain
  • Willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities
  • Interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept, respect and celebrate diversity. This is shown by their respect and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities
Here are a few things we do at school that promote these areas: 
  • Forest schools and gardening- understanding the value of life and nurturing nature is a key part of learning. 
  • Singing and learning music- we employ an amazing musician to come and sing and teach music. 
  • Art- we see importance of art and the natural ability to support positive mental health and wellbeing of all.  We usually display an art exhibition yearly to show case the varied work the children have produced. 
  • Writing/sending pictures to the vunlerable and elderly to support the local people in the community.
  • Collective worship reflects many of the key questions in life, we discuss points of view and how to argue respectfully.
  • We talk about British values, we use these within debates, whole world questions and within councils that are formed in school. 
  • The curriculum is centred around the whole child and ensuring we set them up for High School and future employment. 
  • Career days, where to showcase a number of visitors who can inspire and educate the children in their career paths. 
  • We teach SRE and have worked together to create a bespoke curriculum to support the needs of all and links into the safeguarding of all pupils, as well as the importance of keeping our bodies healthy and safe. 
  • We teach about the importance of internet safety. 
  • We use the growing up in NY survey to highlight the things we do well, but also the things we need to develop for our pupils. 
  • We updated the Anti-bullying policy with children and parents.  All staff have accessed the Anti-bullying Alliance training to further enhance their understanding. 
  • We ask parents for their comments and suggestions on how we can develop our school to be better. 
  • We share newsletters and learning through the village newletter. 
  • We display art work in the old village telephone box, to promote positive well being for the community. 
  • We offer an after school club as well as external providers offering sports clubs daily. 
  • The RE, PHSCE, RSE policies have recently been updated to ensure that we are meeting current standards and have bee  shared with parents. 
  • We recognise that all people are equal no matter of their characteristics and we celebrate difference.