Respect

The Village School farm animals play an important role in teaching. Lessons in respect for all living creatures, reliance and responsibility are taught in very real ways. Respect for and commitment to the environment is also encouraged through the wet lands project that is run on the school property. Adults and children address each other on a first name basis as a way of showing mutual respect and reinforcing that everyone is valued as a worthwhile individual. You’ll find our children are more forthright, expressive, honest and well spoken because we do give them a real voice in the Village School community.

Resourcefulness

Problem solving, creative thinking and initiative are commonly named as the tools for jobs of the future. Village School children are taught to look for answers and solutions rather than be given them. The school gives children time and ready access to computers, the library, telephone, other staff members and any other resources in their pursuit of answers and solutions.

Responsibility

An important aspect of our philosophy is growing responsibilities as the child grows. This includes: becoming more responsible for one’s own learning, becoming more responsible for one’s behaviours and actions. The aim is for children to develop internal discipline. Through this a real sense of self-respect is gained.

Reliability

Interdependence is striking the right balance of co-operation and independence. It involves people relying on each other to do their individual parts. The whole school performance is just one important event at the Village School that fosters reliability and real community spirit.

Resilience

Resilience is all about picking oneself up after a negative experience or a mistake and knowing that you can go on. Village School’s discipline statement recognises that mistakes are valuable learning experiences and encourages children to see their own and other’s in this light.

Village School values

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We aim to create an environment that is warm and friendly - where children can feel happy and secure. Relationships based on acceptance and trust, develop naturally among children, teachers and parents. It's great when children can feel that they can have friendly relationships with their teachers.

We encourage children to feel that they are important members of the school community, and that their feelings and opinions are valued by others. Given this type of environment, children learn to work as part of a team, to respect the opinions of others and to be sensitive to the needs of those around them. Developing a child's social awareness and their ability to communicate with those around them is an important aspect of our philosophy.

We believe in unconditional acceptance of others, so children feel good about themselves. By fostering high self-esteem in children, we believe that they can develop in all areas of their lives. A child who is able to like themselves, is in turn more able to like others, set their own goals and pursue things in their day to day living with purpose and determination.

We know That children are complex and individual beings, whose needs differ greatly from one to another. With this in mind, we encourage children to take more responsibility for themselves. Every child is expected to develop skills that will ultimately lead him/her to become self-controlled, self-reliant and self-disciplined. How are we able to achieve this? By accepting that as adults, we do not need to "tell" children what to do all the time. They learn and develop through experience, understanding the consequences of decisions they have made.

We strive To develop personal initiative, creative thinking and problem solving abilities. As the children of today will become the adults of tomorrow, they must be encouraged to realize their full potential and utilise it in their day-to-day living.

Read entire document of Village School Philosophy. Printable document available on the downloads page

"The advantage of a growth school may be summed up in one statement: This kind of school is geared to the child's rhythm of development."

David Elkind, author of "The Hurried Child"