Our Aims and Values

At Longton Primary, alongside our link school Barden Primary, we are committed to fostering an environment where our aims and values are deeply embedded in our pupils' character. We strive to ensure that all children are equipped to lead fulfilling and happy lives, grounded in the fundamental British values.

In caring about excellence and each other, and in promoting enjoyment and happiness through fulfilment, the members of the Longton Primary community believe in:

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CARE through respect, support and togetherness

  • practising selflessness and understanding the goodness in others

  • showing care, consideration, loyalty and compassion through generosity of spirit

  • showing respect for one another by appreciating each person’s individuality

  • showing respect for the School’s aims and rules, facilities and fabric

  • showing respect for self, through integrity, dignity and pride.

GROW through choice, opportunity and imagination

  • trying anything and being open to challenges

  • approaching academic work with motivation, industry, and a love of learning

  • playing a full part in the life of the School, making the most of opportunities

  • being independent in thought, and offering leadership

  • showing courage and perseverance in taking risks and meeting the unknown.

SHINE through challenge, achievement and celebration

  • understanding a sense of commitment in service of the community

  • showing a sense of belonging to a shared vision, through support, teamwork and flexibility

  • fostering independence and self-discipline in teaching and learning

  • showing openness and integrity which enable honesty, sensitivity and trust

  • giving time to one another to meet expectations, standards, values and acknowledge achievement.

In collaboration with Barden Primary, we aim to instil these principles in our pupils, guiding them towards becoming mindful and responsible individuals who embody our shared values while thriving within the framework of fundamental British values.

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