Look at what we learn about our British values...

You can see some examples of British Values in these pictures - we help to raise money for charity (including Children In Need, Macmillan Nurses, Cystic Fibrosis, Castleford Food Bank and The Royal British Legion Poppy Appeal). We also vote for our school council and eco council members, we take responsibility for our environment and set classroom 'laws'/contracts. We've visited London to see and learn about the Houses of Parliament and the Rule of Law and Y5 have taken part in a Parliament Day!


Helen Beatrix Potter ( 28 July 1866 – 22 December 1943) was an English writer, illustrator, natural scientist, and conservationist best known for her children's books featuring animals, such as those in The Tale of Peter Rabbit.

Born into an upper-class household, Potter was educated by governesses and grew up isolated from other children. She had numerous pets and spent holidays in Scotland and the Lake District, developing a love of landscape, flora, and fauna, all of which she closely observed and painted.

Though Potter was typical of women of her generation in having limited opportunities for higher education, her study and watercolours of fungi led to her being widely respected in the field of mycology. In her thirties, Potter self-published the highly successful children's book The Tale of Peter Rabbit. Following this, Potter began writing and illustrating children's books full-time.

In all, Potter wrote thirty books; the best known being her twenty-three children's tales. With the proceeds from the books and a legacy from an aunt, in 1905 Potter bought Hill Top Farm in Near Sawrey, a village in the Lake District which at that time was in Lancashire. Over the following decades, she purchased additional farms to preserve the unique hill country landscape. In 1913, at the age of 47, she married William Heelis, a respected local solicitor from Hawkshead. Potter was also a prize-winning breeder of Herdwick sheep and a prosperous farmer keenly interested in land preservation. She continued to write and illustrate, and to design spin-off merchandise based on her children's books for British publisher Warne, until the duties of land management and her diminishing eyesight made it difficult to continue.

Potter died of pneumonia and heart disease on 22 December 1943 at her home in Near Sawrey at the age of 77, leaving almost all her property to the National Trust. She is credited with preserving much of the land that now constitutes the Lake District National Park. Potter's books continue to sell throughout the world in many languages with her stories being retold in song, film, ballet, and animation, and her life depicted in a feature film and television film.


Our approach to SMSC - Underpinning the curriculum


Airedale Junior School provides its pupils with a stimulating and wonderful learning environment. Our curriculum is varied to meet the wide range of needs within our school, where learning is personalised in order for pupils to be the best they can. Our aim is to demonstrate how SMSC development weaves into all that we do, it is at the root of our curriculum because of the unique approach that is adopted by the school.                                    


“What is SMSC?”


SMSC defines the very ethos of a school, it underpins all a school stands for and all it

strives to be. Without a commitment to SMSC, a well-rounded, holistic and meaningful curriculum cannot exist, SMSC defines the very essence of human values, which is why we are passionate and committed to SMSC at Airedale Junior School.


Spiritual development relates to that aspect of inner life through which our children acquire insights into their personal existence that are of enduring worth. Spiritual is not synonymous with religious; all areas of the curriculum may contribute to pupils' spiritual development. It is about the development of a sense of identity, self-worth, personal insight, meaning and purpose

Moral development is about building a framework of moral values for our children, which regulates their personal behaviour. It is the development of our understanding of society’s shared and agreed values; including an understanding that there are contentious issues where there is disagreement, and that society’s values change.

Social development is about helping our young people to work effectively with each other and to participate successfully in the community as a whole. It is about the development of the skills and personal qualities necessary for living and working together; and functioning effectively in a multi-racial, multi-cultural society.

Cultural development is about our children understanding their own culture, other cultures in our area and in the UK as a whole.