Mapping Spiritual, Moral, Social and Cultural Development (Including British Values) At

Mapping Spiritual, Moral, Social and Cultural Development (including British values) at Brymore, and opportunities for leadership and taking responsibility Spiritual Whole school Key stage 3 Key stage 4  Ability to be reflective  The message (Christian Science about their own beliefs, reflection group) PSHRE  The role of science in the religious or otherwise,  Daily assembly with hymn  The importance of theory of evolution and that inform their  Weekly assembly with belonging through six adaptations perspective on life and Reverend Alison world faiths  The awe and wonder of their interest in, and  Harvest festival (local  Creation Myths: the the solar system respect for, different church) beginnings of faith Geography people’s faiths, feelings  Influences over moral

1 Spiritual Whole school Key stage 3 Key stage 4 and values  Christmas carol concert behaviour  The ethical issues  Sense of enjoyment and (local church) surrounding tourism and fascination in learning  Remembrance service  Leaders/founders/civil how it affects different about themselves, others (local church) rights leaders Jesus/ cultures and communities and the world around  Commemoration of Muhammad/ Guru Nanak including sustainability them Armistice Day  The power of the natural  Use of imagination and  Mentoring – reflection  Why they became figures world (volcanoes, creativity in their learning and target setting of influence and what earthquakes) difference did they make?  Willingness to reflect on  Weekend activity to History their experiences Glastonbury Tor  Learning about other  Rules and regulations: cultures in an open How do we decide what is minded fashion right? encourages tolerance, interest and respect for  Moral codes/ethical others’ views. E.g. Native guidelines. Why do we American values that may have them? How are they challenge their own ideas. formed? (Christianity and  2 other religions) Different aspects of Christianity explored Design and Technology during Elizabethan  Design History – Research rule module, and of major design Crime and styles/periods. Punishment. Conflict Science between Protestantism  The big bang theory, and Catholicism. natural selection,  Students led to evolution, the origin of the become reflective universe learners through  Ethical issues of cloning, Triple Impact Marking genetic engineering, stem time.

2 Spiritual Whole school Key stage 3 Key stage 4 cell research, organ transplants and PE/Games reproduction.  The importance of  Atoms and how the exercise, fitness and diet interact to make for their own health substances  Completing a personal exercise plan Geography  The origin of the earth Maths  The use and expression of Mathematics large and small numbers  Self-discovery of Pi by across disciplines practical investigation; leading to the history, the Art development and use of  The ability to express the ratio between the themselves through art, circumference and developing their own style diameter of a circle  Studying artists with  Investigation and history spiritual or religious of Pythagoras’ Theorem theme, issues raised by artists which concerns History ethical issues, such as  Reflective learning War painting. encouraged through the use of peer and self-  Art lessons develop assessment. children’s aesthetic  Lessons aim to encourage appreciation; pupils to view the world  In turn, Art evokes around them with feelings of ‘awe’ and interest, respect and ‘wonder’

3 Spiritual Whole school Key stage 3 Key stage 4 tolerance for others’  Giving students the views. chance to reflect on  ‘Day in the life’, diary nature, their environment writing, role plays, and and surroundings activities that lead students to view events from others’ perspectives help to foster the development of empathy.

English  Use of reading journals Art  Studying artists with spiritual or religious theme, issues raised by artists which concerns ethical issues, such as War painting.  Art lessons develop children’s aesthetic appreciation;  In turn, Art evokes feelings of ‘awe’ and ‘wonder’  Giving students the chance to reflect on nature, their environment and surroundings

4 Moral Whole school Key stage 3 Key stage 4 Visiting groups/speakers Geography  Ability to recognise the  Royal marines challenge PSHRE  The ethical issues difference between right day  The importance of surrounding tourism and and wrong, readily apply  Royal Navy belonging through six how it affects different this understanding in challenge/healthy eating world faiths cultures and communities their own lives and, in so day  Creation Myths: the including sustainability doing, respect the civil  Young farmers club beginnings of faith  The impact of and criminal law of including:  Influences over moral globalisation behaviour England  Falconry  Sustainable development  Police dog handling  Challenge of feeding a  Understanding of the  Air ambulance  Leaders/founders/civil rising population rights leaders Jesus/ consequences of their  Lamping  The human effects of Muhammad/ Guru Nanak behaviour and actions  Gun safety flooding and flood control  Somerset YFC History  Interest in investigating  Why they became figures  Paramedic  Crime and Punishment and offering reasoned of influence and what  Local police 1000-present focuses views about moral and difference did they make?  Stock judging on the attitudes, law ethical issues, and being enforcement and  Road safety talk  Rules and regulations: able to understand and punishment of moral  Goals and opportunities How do we decide what is appreciate the viewpoints issues throughout the evening (visiting right? of others on these issue last 100 years. colleges/employers)  Explores changing  PCSO visit –  Moral codes/ethical morals throughout consequences of crime guidelines. Why do we history e.g. what ‘new’  BASC – forestry have them? How are they formed? (Christianity and morals do we have management/looking after now? the countryside 2 other religions)  Ethical issues such as  Support for farmers at  Are you virtually safe? capital punishment, Moorland conscientious  House Improvement Team  Bullying: what is it and objectors, and public

5 Moral Whole school Key stage 3 Key stage 4 – raising money for punishments. charity and their own how to prevent it?  Moral implications of community Agriculture settling American  Readathon/comic  Large scale versus small West – destruction of relief/children in need – scale Native American charity fund raising farming/intensive/battery culture associated  Weekly debating club led versus free range with reservation by students system. Analysis of Horticulture contemporary  The role of fertiliser, language used to compost making and peat describe indigenous in the environment cultures. PE/Games Forest School  The importance of  The moral and ethical exercise, fitness and diet reasons behind growing for their own health and cooking your own  Completing a personal food exercise plan ICT  The moral issues of drug  Awareness of legal and use in sport moral issues of phishing,  Society pressures that viruses, cyber bullying, can lead to anorexia, identity theft weight concerns, body Science image problems  Ethical issues of cloning, Horticulture genetic engineering, stem  The effects of pesticides, cell research, organ disease and pest control transplants on the environment  Damage caused by the ICT greenhouse effect,  The importance of data

6 Moral Whole school Key stage 3 Key stage 4 eutrophication – protection and keeping difficulties of prevention safe online  Need for renewable  Understanding legal, energy, recycling and ethical, safety and energy efficiency, metal security issues when extraction vs recycling, using ICT crude oil use and the Science dangers of continued use  The moral and ethical  Renewable energies and issues of pollution, fossils the moral reasons for fuels, obtaining natural pushing for greater use resources, energy English production, the changing  Personal prejudice environment and the through ‘Much Ado About nuclear debate Nothing’ PSHRE  Tolerance through ‘Romeo  Health and safety in the and Juliet’ work place  Writing styles and how  Road safety they change for different Agriculture audiences  Intensive/battery farming Geography versus free range  Human use and effects on the landscape (adventure Business Studies landscapes, tourism, Is it right to use child labour urban development, in the developing world to globalisation, keep production costs down? sustainability)  Study of other cultures Discrimination in the work (Middle East, Africa, Asia place. Gender inequality, and Russia) racial discrimination, and

7 Moral Whole school Key stage 3 Key stage 4  Impact of tourism on ageism. The role of the cultures around the world unions in protecting workers  Globalisation and the rights. impact of different cultures and people  Sustainable development and working together History  Learning how to present a reasoned, logical argument in writing.  Learning how to have discussions in an appropriate fashion.

 How have humans acted in the past?  Ask questions about the morality of such actions and how they are situated within the morals of society. For example: - Hiroshima and Nagasaki - Holocaust - Battle of the Somme - Medieval Crime

8 Moral Whole school Key stage 3 Key stage 4 and Punishment - Guy Fawkes Art  Studying artists with spiritual or religious theme, issues raised by artists which concerns ethical issues, such as War painting.

Social Whole school Key stage 3 Key stage 4 Social and community English  Use of a range of social cohesion is supported by: PSHRE  Of Mice and Men – skills in different . Open day (2500 visitors)  The importance of political, racial, cultural contexts, including . Christmas carol concert belonging through six and social situation in working and socialising (all parents) world faiths American West during the with pupils from different . Harvest festival (all  Creation Myths: the 1930’s religious, ethnic and parents) beginnings of faith  Macbeth – themes of . Cross country (all parents socio-economic  Influences over moral ambition and relationship – soup/food provided) behaviour between Kingship and backgrounds . Sports day (all parents – Tyranny  Willingness to participate refreshments  Leaders/founders/civil  Learn how the MEDIA in a variety of community . provided) rights leaders Jesus/ works: look at examples of . Swimming gala (all Muhammad/ Guru Nanak and social settings, modern day influences of parents – refreshments media on society including by provided)  Why they became figures  Study of Blood Brothers – volunteering, cooperating

9 Social Whole school Key stage 3 Key stage 4 . Presentation afternoon class divide and nature well with others and (all parents invited – of influence and what versus nurture being able to resolve refreshments available) difference did they make? ICT conflicts effectively . Leavers service (Year  The importance of data 11/12 parents invited –  Rules and regulations: protection and keeping  Acceptance and refreshments available) How do we decide what is safe online engagement with the . Prospective Year 9 right?  Understanding legal, fundamental British induction ploughman’s – ethical, safety and  Moral codes/ethical values of democracy, the new parents invited security issues when guidelines. Why do we rule of law, individual . Induction hog roast – year using ICT have them? How are they 7 parents invited Engineering liberty and mutual formed? (Christianity and respect and tolerance of . Rugby sevens – all  The role of parents 2 other religions) those with different faiths employer/employee and invited/refreshments employment law and beliefs  Are you virtually safe? available Agriculture . All sporting fixtures –  Bullying: what is it and  The role of the employer parents informed how to prevent it? in health and safety and . Parents chads hill run – ICT their own responsibilities all parents invited  Awareness of legal and (PPE etc.) . English/maths focus days moral issues of phishing, Design and Technology – all year 11 parents  Design classics and how invited viruses, cyber bullying, identity theft they have influenced . SMILES for Christmas – Science society working with the Science community  The importance of scientific study, sharing  The moral and ethical . Cannington in bloom – issues of pollution, fossils working with the results and working in groups fuels, obtaining natural community resources, energy . Field to fork campaign Geography  Study of other cultures production, the changing (2500 signatures) environment and the . Volunteering at Junction (Middle East, Africa, Asia

10 Social Whole school Key stage 3 Key stage 4 24 auctions and Russia) nuclear debate, genetic Social development  Impact of tourism on diversity in reproduction, enhanced by: cultures around the world cloning debate and stem  Globalisation and the cell research . Sport impact of different Geography . Rugby cultures and people  The ethical issues . Cricket  Sustainable development surrounding tourism and . Hockey and working together how it affects different . Athletics History cultures and communities . Cross-country  Topics and discussions that including sustainability . Football focus on how groups and  The impact of . Tennis communities organised globalisation . Rowing themselves in the past.  Sustainable development . Swimming  Exploring the concepts of ‘culture’, ‘civilisation’ and  Challenge of feeding a . Triathlon ‘community’. rising population . Soft ball  Exploring the idea of control and History . Fitness training organisation of society in the  The changing nature of . Weights past. crime and punishment as . Circuits  Some examples: societies values change . Arts and craft group  Punishment in the Middle and develop . Boarding House DVD Ages.  The Russian Revolution as nights  The death penalty and an example of social . Karate changing attitudes. upheaval . Lego club  Middle ages – the  Communism/Capitalism as . Dodgeball changing nature of concepts and ideologies . Weekend external trips leadership and power  Gender inequalities- Reign . Volleyball  of Elizabeth I . Uni-hoc Drama  Social issues associated . Chads  Understand the with the establishment of . Golf importance and use of a new society in the . Outdoor education

11 Social Whole school Key stage 3 Key stage 4 . Fishing (pond, course, silence/pause American West. river, sea)  Begin to explore ideas  Destruction of Native . Duke of Edinburgh and feelings sensitively American way of life. . Shooting  Respond to the work of . Hill walking others . Paint balling  Begin to formulate PE/Games . Dry slope skiing methods of self-evaluation  Jobs within the fitness . Climbing  Work imaginatively alone. industry including . Mountain biking In pairs, in groups and as volunteers, coaches. . Quantock challenge a whole class  The importance of team . Archery  Work confidently and work/working together . Canyoning constructively on own or  The moral issues of drug . Coasteering as part of a group use in sport . Sea Kayaking PE/Games  Society pressures that can . Bonfire night and  The importance of lead to anorexia, weight fireworks leadership (leading warm concerns, body image . House Improvement team –ups/practices) problems and money raised for the Forest School school community  Teamwork through den Horticulture Democracy building, making hurdle  The effects of pesticides, Is demonstrated by: fences and setting up disease and pest control  School council elections base camp on the environment  Working of the school  Organic versus inorganic council horticulture  SSLT selection PSHRE  House Improvement team  Health and safety in the work place Activities  Road safety  Regular community litter pick

12 Social Whole school Key stage 3 Key stage 4  Boarding House charities with events to raise money throughout the year  Helping at Blackmore by Candlelight  Cultural evenings to teach about different faiths, religions and cultures (Diwali, Day of the Dead, St Patrick’s Day, Commonwealth Day, Songkran Festival  Mackerel fishing

Cultural Whole school Key stage 3 Key stage 4 . Theatre trips English  Understanding and . Author visits PSHRE  Learn how the MEDIA appreciation of the wide . Book club  The importance of works: signifier, range of cultural . Story telling (visits) belonging through six denotation, connotation influences that have . Music tuition (drums, world faiths  Of Mice and Men – shaped their own heritage guitar, piano)  Creation Myths: the political, racial, cultural and that of others . Digital photography beginnings of faith and social situation in . Art club  Influences over moral American West during the  Understanding and . Year 7 book night behaviour 1930’s appreciation of the range . Daily newspapers  Macbeth – themes of of different cultures available in the LRC and  Leaders/founders/civil ambition and relationship within school and further boarding houses rights leaders Jesus/ between Kingship and . News feed on display Muhammad/ Guru Nanak afield as an essential Tyranny screens (daily) element of their  The study of a range of

13 Cultural Whole school Key stage 3 Key stage 4 . Sunday newspapers and poems preparation for life in ‘coffee morning’  Why they became figures  Study of Blood Brothers – modern Britain . 15 minutes independent of influence and what class divide and nature reading 5 nights per week difference did they make? versus nurture  Knowledge of Britain's . Word of the week democratic parliamentary . Thought for the day  Rules and regulations: system and its central . Weekly personal How do we decide what is Design and Technology role in shaping our safeguarding sessions right?  Design classics and how history and values, and in . Public presentation they have influenced continuing to develop (speaking)  Moral codes/ethical society guidelines. Why do we Britain . Word of the week Geography have them? How are they . YFC poetry/story telling  The ethical issues formed? (Christianity and  Willingness to participate competition surrounding tourism and 2 other religions) in and respond positively . Designing the school how it affects different to artistic, sporting and Christmas card cultures and communities  Are you virtually safe? cultural opportunities . Themes dinner nights including sustainability (Chinese, Caribbean,  Bullying: what is it and  The impact of  Interest in exploring, American, Indian, Italian) how to prevent it? globalisation improving understanding Trips/visits ICT  Sustainable development . Ski trip (Austria) of, and showing respect  Awareness of legal and  Challenge of feeding a for, different faiths and . London trip rising population . Blood Brothers moral issues of phishing, cultural diversity, and the . Rugby sevens/premiership viruses, cyber bullying, extent to which they identity theft . Shopping trips History understand, accept, . Beach visits English  Cultural imperialism of respect and celebrate . County cricket matches  Poetry – Identity in Year Europe in Nineteenth diversity, as shown by . Team growers 7, romantic in Year 8 and Century America. (strawberry farm) monologues in Year 9 their tolerance and  Perceived cultural . Yeo Valley Geography attitudes towards superiority during the rise . Burnham Life boat station  Study of other cultures different religious, ethnic of empires. . Farm visits (Middle East, Africa, Asia

14 Cultural Whole school Key stage 3 Key stage 4 . Agricultural shows – Bath and Russia)  Destruction and and socio-economic and West, Royal Cornwall,  Impact of tourism on manipulation of cultures groups in the local, Devon County cultures around the world throughout history. national and global . Eden project  Globalisation and the  Cultural diffusion communities . GTH SW Winter Fayre at impact of different throughout time, Junction 24 cultures and people specifically of the British . Rare Breeds Show History Empire, settling of Junction 24  One of the aims of History America, spread of Club is to educate pupils communism. on cultures of the world  Diversity in political  Encouragement of pupils beliefs in Russia in 1917 to view world through  Cultural impact of the different lens Russian Revolution,  Awareness of own culture driven by propaganda, as social construct leading Red Terror and the Cult to tolerance and interest of Stalin. in cultures of the world   Diversity in history is a Science new skill development  Genetic diseases and the area with the ‘life after effect of race (Sickle cell levels’ method of anaemia in black Africans assessment. versus Europeans)  Diversity in class  Role of scientists from experiences throughout other countries involved history from the Middle in scientific research to Ages- through to the further knowledge Twentieth Century. Business Studies  Diversity in experiences Work place cultures. between men and women McGregors X and Y in different events, managers. Autocratic or

15 Cultural Whole school Key stage 3 Key stage 4 especially WW1 and democratic work places. during the settling of the west.  Diversity in religion during and after the Norman Conquest.

Music  Music from around the world

Vertical Tutoring/Assembly Themes 2017/18 The vertical tutoring and assembly programme has been designed to support the Social, Moral, Spiritual and Cultural development of the boys as well as gaining an understanding of British Values. The focus for the beginning of the academic year is to develop the relationship between the boys within tutor groups; this means that there will be a number of discussion activities and team building. Throughout the year the programme will be added to and adjusted in response to the happiness checks of the boys and the feedback from the pastoral staff meetings. Wee Vertical tutoring theme SMSC Assembly theme SMSC Key Events k 1 Induction Social Building our future Social Induction week - working together

16 2 Classroom behaviour Social/Mo Responsible: You are Moral ral responsible for what happens to you…. 3 What makes a great leader Social ‘It's nice to be important, Moral (Leadership) but it's more important to be nice’ – practising kindness 4 Ninja Numeracy Resourceful: THINK for Social yourself. Have the courage to be independent. 5 Anti-bullying and relationship Social Resilient: Positive thinking- Social conflict Moral Make the most of what you Spiritual have 6 Ninja Numeracy Harvest Festival: Poverty Spiritual Harvest festival affects us all – how can we and cross country - help? individual reflection and team work 7 Anti-bullying Social Working Together Cultural Moral Spiritual 8 Healthy minds and the Spiritual Responsible: Freedom is Cultural Remembrance headspace app never free. -Author service - time for Unknown reflection 9 Numeracy and Literacy booklets ANTI-BULLYING WEEK Moral Toughness is not being a bully. It’s having a backbone. 10 Team building (Inter tutor group Social RESPONSIBLE, RESILIENT, Social competition) RESOURCEFUL 11 Numeracy Ninja and Literacy Respect Difference. Cultural booklets (Ignorance is not an

17 excuse.) 12 Christmas party and making Social Resourceful: Getting ready Spiritual Smiles for Christmas Baubles (alternative Cultural for Christmas – beyond the Christmas - arrangements for other faiths) Spiritual presents… helping the local community. Christmas carol concert - the true meaning of Christmas 13 Numeracy Ninja and Literacy Fresh start – make it Moral booklets happen! 14 E Safety Social Chinese New Year: The Cultural Cultural Sheep (18th Feb) Moral “To my mind, the life of a lamb is no less precious than that of a human being.”

― Mahatma Gandhi 15 Show Racism the Red Card Moral Responsible: Life without Cultural prejudice… (Martin Luther King Day) 16 Stand up to Homophobia Moral Resilient: ‘Learning the Moral lessons of the past’ Holocaust Memorial Week 17 Lateral thinking Social ‘Tell me a story’… National Cultural Storytelling Week (Literacy) 18 National Science Week Cultural Resourceful: Fair Trade Cultural Fortnight 19 Discrimination Moral Resilient: “Courage is like a Moral muscle. We strengthen it with use.” Ruth Gordon –

18 International Women’s Day (Sun 8th March) 20 Discrimination Moral Resourceful: ‘Our attitude Social towards life determines life’s attitude towards us’ 21 Can we learn from Buddhism? Spiritual ‘Celebrating Science’ Moral National Science and Engineering Week 22 Kindness and acts of kindness Moral Responsible: Moral Parents chads Social Get active! Healthy body, run/parents raising healthy mind… achievement session - community involvement 23 Taking time to care for our Spiritual Resilient: Moral minds and the head space app. Diligentia et labore: why we work hard now 24 Peer pressure Social Responsible: Social Leadership – The future of Senior Student Leadership at Brymore 25 Emotion coaching Social ‘No man is an Island’ Moral Moral Europe Day 5th May 26 Numeracy Ninja and Literacy What’s your impact on the Cultural booklets world? Christian Aid Week Foster Care Fortnight 27 IQ, is it really the only recipe for Moral Resourceful: Social Sports day and success Be better than you think you leavers service - are. celebrating ‘It always seems success

19 impossible til it’s done’ Nelson Mandela 28 Numeracy Ninja and Literacy Responsible: Social booklets Leadership – follow up 29 Building your creative Social You are what you eat. Moral confidence (Food Safety Week 30 Mindfulness Spiritual ‘The World Outside My Cultural Window’ 31 Whole school tutor group Social Resilient: Social Open day - working rounder’s competition Challenge with the local community 32 Have your say, tutorial planning Social Resourceful: Cultural Work for 2017/2018 Cultural Think globally, act locally experience/Inducti on week 33 Make the most of the summer… Social Make the most of summer… Social Activity week, swimming gala and presentation of awards

Student Leadership/Responsibility

Developing responsibility is a key element of the ethos of Brymore and the SMSC development of the boys which is reflected in the opportunities for student leadership and responsibility. These include: Activity/Position Responsibility General expectations Boys are expected to wash down their tables after each meal, make their own beds and keep their area tidy, ensure their clothes are laundered, maintain their uniform including polishing shoes as well as following all behavioral expectations Farm Duties Boys run the farm carrying out various duties at 6.30am and 4.00pm (7 days a week) for one week a

20 Activity/Position Responsibility term. Teaches individual and collective responsibility. Garden Duties Boys in Year 8 carry out garden duties one night a week. Teaches individual and collective responsibility through completion of a variety of tasks School guides All boys have the opportunity to act as guides for visitors and prospective parents by giving tours of the school Key events All boys have specific jobs on Open Day and Lambing Sunday from running stalls, selling programs, security, stock showing, and setting up displays as we welcome 3500 visitors. Boys also welcome visitors; carry out car parking duties at other key events such as leaver’s service, induction days and one off events. Older boys assist serving food and drink at Pym’s night once a year Representing the Boys represent the school at outside events such as Royal Cornwall show, Bath and West, Devon school County, Lambing Sunday, South West game fair, Junction 24, sports events, ploughing matches, Harvest Festival and the Christmas Carol concert. Mentors Older students who can help younger students settle in or with specific issues. Overseen by the Deputy Head Boy. Chosen by Deputy Head Boy and House parents. Heads of House and Ambassador their boarding house, representing the house at key events, leading the mentors to Deputy Head of support and promote the ethos and culture within the house, providing support and guidance to House (boarding peers within their houses. houses) Heads of table Ensure every boy on the table in breakfast and tea is treated fairly, oversees clearing routines Sports captain Represents either his house or school team. Chosen by staff. Student council Represents the boarding house, other students including outboarders and their year group at representative student council meetings. Chosen via student vote. Head of the student Chairs meetings, prepares agendas and represents the student body. Chosen by student vote council (student council members only) Form captain Represents the form, selected by students.

21 Activity/Position Responsibility House captain Ensures all house events run smoothly, and that the house is fully represented. Selected by staff and students. Head of department Oversees a duty team in either the farm or gardens. Selected by interview Prefects Ambassador of the school. Carry out duties as directed by the Senior prefects at lunchtime and break time. Selected via staff vote, and discussion with Senior prefects. Senior prefects Ambassador of the school. Oversee a duty team of prefects, and one oversees mentoring. Selected via presentation to the whole school, interview, staff and student vote. Assistant/Deputy Ambassador of the school. Overseeing duty teams and student welfare, and standing in for the Head Head Boy(x2-4) Boy as appropriate. Selected via presentation to the whole school, interview, staff and student vote. Head Boy Ambassador of the school, representing the school at key events, leading all prefects. Selected via presentation to the whole school, interview, staff and student vote. Student Council The student council meets regularly and actually effect change. Recent changes brought about by the student council include:  Sold old mountain bikes and bought new BMX’s Refurbishing of all pool tables throughout boarding  Started prep earlier to allow for increased activity time Sunday breakfast option within boarding house  Increased amount of food / drink supplies available within house Increased number of boys allowed down to Cannington per kitchens day (now 8 per house)  Included sandwiches / quick snacks on the lunch time menu Active play equipment purchased for Kemp House  Included a minimum of 5 external weekend trips per half term Increased range of options available in Tuck shop  Include a Lambing day in Brymore calendar Lockers within changing rooms for HOD’s and feeders