Testimonials

What do our stakeholders feel about our school? We are committed to getting a 360 understanding of what it means to be a member of Sikh Heritage Girls School. We collect pupil voice, staff voice, parent voice, as well as ask guests for their feedback.

Being a staff member at Sikh Heritage Girls School fills me with pride and I feel I am an appreciated member of staff. I became a staff member on supply in October 2024, carrying out a longer term role three days a week. Originally I was booked to work at the school until December, however when the opportunity rose that I was able to work here longer term, I was delighted with this and grabbed it with two hands! I feel I have been lucky to find a school with such a fantastic ethos, caring nature, high standards, supportive community, safe environment and one where each child and adult feels valued and cherished.

Daily, I see the school being led well and managed effectively. If I have any concerns, I know with confidence, that I am able to raise them (personal or about the children). In addition, if I feel something could be enhanced, I know I can communicate this freely and that it will be taken on board if it is feasible. All staff members are motivated, competent and professional, in their respective roles and when helping each other.

Safeguarding is a key priority and I have been set up with a CPOMS account so I am also able to record anything. On arrival at the school, I was spoken to about safeguarding and who the DSLs were. There have been times where I have spoken to the respective DSLs about any concerns I may have and these have been taken seriously, investigated and recorded. The girl’s well being is the utmost priority.

Behaviour is exceptional and the girls have an incredible caring towards their ‘Bhain Ji’s’ (sisters). All members of staff believe that it is part of their duty to foster this so that it becomes an innate part of the girls being. This care and attitude towards each other is also linked to the ‘seva’ carried out in Sikhism and how no person is better than another. They are empathetic towards one another and create a nurturing environment by ensuring they have the school’s core values at heart. The school values are referred to constantly and we especially make links to these in PSHE and RE, when focusing on the fact that both of these subjects also have being a good person at their core. The behaviour policy has a zero tolerance for bullying.

Another element linked to behaviour is the ‘simran’ aspect of the school. This really focuses the girls and gets them ready for their next bout of learning. It also helps them to be mindful and is instilling calmness into the children. They are also learning to react to situations in a better way as they are more present.

The girls have strong relationships with their peers and the teachers. There is a calm environment where they are not afraid to make mistakes. There are clear expectations of the rules and respect required. High standards for citizenship and understanding their place in the world are woven into all aspects of their learning. Where there may be an issue, the adults work together to help the girls understand the lesson and grow from it. Parents are informed about issues that effect the girls wellbeing, both positive and negative and they are supportive in helping the school to resolve issues. The communication with parents is great (phone calls, on dojo, the showcase etc) and they are supportive and trusting of the school and education the girls are receiving. There is zero tolerance on any forms of bullying or prejudice and the school celebrates equality and diversity as highlighted by all the visits from people from different religions, faiths and backgrounds. These high levels of behaviour also have a direct impact on the girls learning as I believe that happy, confident children learn the best and are the most engaged.

The girl’s learning and education is at the heart of every experience and their development is of the utmost importance. There is an adaptable approach to teaching and learning where planning is

tailored to meet the girl’s needs and their lines of enquiry. An example of this was when learning about volcanoes, the lesson was to do with the different types of volcanoes. The girls were extremely interested in the different types so another quick-thinking member of staff went to get a ketchup bottle to show them a real live demonstration of a dome volcano. This type of learning is invaluable to the children as they are constantly getting enriching experiences to further their education. There is also a culture of trusting teachers to be innovative and deviate from the planning if needed. This also runs through their experiences in forest school.

Working at this school is like a mini family and kindness is at the heart of this, with the children and colleagues. Recently I was unwell and I was offered all sorts of things to help and even had toast made for me which was very touching. I feel that working in an environment where you feel appreciated and valued propels your creativity and duty to the job.

English

The children have been extremely fortunate with all the opportunities provided. Recently I suggested having separate vocabulary books for the Year 3 girls to be able to uplevel their writing and have their own thesaurus. This was implemented and the girls are excited to use their books and add to them. They have taken ownership and responsibility for them and are committed to bettering their writing.