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Boughton Monchelsea Primary School

Vision and Values

School Ethos, Vision and Values

Our school vision statement summarises what we want for each pupil during their time at Boughton Monchelsea. We believe that if children develop effective learning skills and attitudes during their primary education they will continue to learn and achieve throughout life. We encourage pupils to engage creatively and actively in their learning, as they build the resilience needed to achieve their goals. They reflect carefully as they learn and work together to solve problems and achieve excellence. We have a very caring and supportive school community, where the wellbeing of each individual is valued and everyone is encouraged to show respect for each other.

Our Values





Our Vision

At Boughton Monchelsea Primary School, our vision is to empower and inspire our children, working together as a community to enable them to achieve their personal best through curiosity and a love of learning.

To achieve this, we will:

  • Provide an ambitious and broad curriculum within a safe, caring, inspirational, and inclusive learning environment.

  • Nurture self-confidence and resilience, enabling our pupils to engage creatively and proactively in their education, encouraged to explore, experiment, and learn from their mistakes.

  • Build emotional, social and physical wellbeing, promoting an understanding of difference and tolerance for all.

  • Challenge ourselves and each other to make brave choices to drive continuous personal and collective improvement. 

  • Teach children to be well-rounded local and global citizens, living by our core values of: excellence, determination, respect and responsibility.


Boughton Monchelsea Primary School is committed to the principle of equal opportunity for all pupils. 

Our equality objectives are;

  • To promote spiritual, moral, social and cultural development through all appropriate curricular opportunities, with particular reference to issues of equality and diversity
  • To promote cultural development and understanding through a rich range of experiences both in and beyond the school
  • To move beyond deterministic notions of fixed ability and to model teaching and learning behaviours that avoid labelling
  • To narrow the gap between boys' and girls' attainment across the school
  • To eradicate prejudice-related bullying in relation to the protected characteristics listed in the Equality Act 2010
  • To tackle prejudice and promote understanding in relation to people with disabilities