Garden House School ISI Report - Flipbook - Page 12
12
Section 4: Pupils’ social and economic education and contribution
to society
45. The broad and well-planned curriculum is effective in helping pupils to develop a sense of tolerance
and mutual respect. In early years, children are taught to value the ideas of others through role play
activities. Older pupils in English and art study a range of texts, writers and artists to enhance their
appreciation of diverse cultures. The ‘life and culture’ programme covers topics such as historical
slavery, individual liberty and democracy. Consequently, pupils across the school develop an
understanding and respect for those of different backgrounds and opinions, which prepares them
well for life in British society.
46. Pupils develop a broad understanding and appreciation of Britain’s culturally diverse society through
religious education and ethics lessons that cover the major world faiths and include visits to a wide
range of places of worship in London, including churches, mosques and temples. This is well
supported by assemblies that focus on religious festivals such as Ramadan, Easter and Hanukkah.
Leaders plan educational trips and visits to promote diversity and inclusion and invite visiting
speakers in to talk about themes such as the experience of being a refugee.
47. The curriculum enables pupils to develop understanding about British services and institutions. For
example, pupils learn about the work of the police and the fire service. Representatives from
transport services visit the school to speak about safety whilst travelling around the city, and wildlife
conservationists educate the pupils about biodiversity in parks and gardens.
48. Pupils develop their ability to take responsibility and support others. Younger pupils serve as
classroom monitors and are responsible for helping the teachers organise their classrooms. These
responsibilities are rotated to provide everyone with the opportunity to develop their leadership
skills. All Year 6 pupils undertake positions of responsibility, including being prefects, house captains
and elected school council members. Older pupils act as effective role models to younger ones.
49. Pupils select local charities to support, including London hospitals, clothes banks and book
distribution charities, and organise fund raising events to support them. Visits to these organisations
deepen pupils’ understanding of the value of such charity work and help develop their sense of
responsibility towards others.
50. Pupils learn about economics and finance effectively. For example, in mathematics, pupils design
their own financial model for a theme park that includes loans, taxes and inflationary prices. In ‘life
and culture’ lessons, pupils learn about how to earn and manage money and work, and external
speakers deliver workshops about financial planning.
51. The school develops pupils’ understanding of democracy effectively. Pupils learn about the
democratic electoral system in the UK and how the Houses of Parliament work. Staff listen to pupils
and consider their views and opinions. Pupils have their voices heard through the pupil-elected
school council, assemblies and debating clubs. School council members make decisions intended to
improve sports provision and food choices at lunch. Visits from local politicians and school trips to
the Houses of Parliament further support pupils’ understanding of democracy. Any discussions of
political themes are conducted fairly and impartially.
© Independent Schools Inspectorate 2024
Garden House School – October 2024
