Being a Church School

Please find out more about us in the tabs below:

Our Christian Vision

Our Vision is the hope and aspiration that “As each one does their part, we grow in love”, taken from Ephesians Chapter 4, verse 16.

To help us understand this we look to the image of the 5 Pimperne trees, a common association with Pimperne Primary School.

Put very simply, each one of us can be represented as a tree, needing all our parts to function and flourish – nurtured by the environment and external factors. A flourishing tree is able to sustain and support others, it can create a web of successful links.

As each part of us develops and grows, so does the whole. Where we have a school of individuals that help each other, then the collective outcome improves. Where we have a school that works together, then we can ‘branch out’ further to impact and transform the lives of others in the community both near and far.

In order to help each unique individual become a flourishing tree ready to positively impact on others our school will focus on the five elements below:

Our Christian Foundation
Our Curriculum
Our Values
Our Motto and Logo
Our ‘Switched On’

The Background information

Our Christian Foundation

We recognise, as a school, that we are all unique individuals with differing talents and gifts – equal in importance.

The theological underpinning – Although this quote is taken from Ephesians, Paul is also quoted in 1 Corinthians v.12/13 as saying that we are unable to function on our own, we need to come together ‘in the body of Christ’ and that everyone has a role to play which makes us stronger ‘we grow in love’, meaning the broadest sense of the word encompassing respect and support.

Our Curriculum

Each unique person is made of parts –The school is educating children in far more than the academic. We are looking at the whole child and delivering the holistic approach. We look to teach emotional and social and spiritual intelligence (by this we mean the awe and wonder in our lives). We take a Trauma Informed approach throughout our School, believing that relationships are key, developing a ‘family’ feel to our school community. Our intent is to prepare children for life in all its fullness’, ready to succeed in a rapidly changing world.

We teach the academic but we also teach our children about themselves and all the parts of them that go to make a whole unique individual. Our church distinctiveness reminds us that everyone of us is unique made in God’s own image. Children must believe in themselves before they can make a genuine contribution to developing their relationships with others, their community or their environment.

We believe that the school helps children understand their ‘wholeness’ and help them fit their ‘parts’ together, like a jigsaw, as they grow into unique individuals ready and equipped for a path of lifelong learning and success as a human.

Our Values

Our values are very important to us and direct our work each day. We will get them wrong from time to time, but we commit to being learners and to do our best for each child and family in the school community. We have developed our aims to fully encompass our beliefs, our understanding of the learning process and our expectations of ourselves. The following are our aims for every member of the Pimperne school community.

The spiritual values that we hold dear combine values that are both rooted in our Christian ethos and also inherent in our place in British Society. Namely our Pimperne Primary Values are: Perseverance, Courage, Compassion, Justice, Respect, Forgiveness, Trust and Selflessness.

Our School Motto and Logo

Our vision is encapsulated within our motto ‘Celebrate, Believe, Aspire’… it is children knowing themselves and having confidence (Believing), building strong relationships, being ambitious and brave (aspiring), looking to make a difference and overcome barriers with resilience (celebrating success).

Celebrate, Believe, Aspire – We look at this from different perspectives.

From the point of view of the Staff, Governors and Parents of our school:

We Celebrate our children’s achievements and qualities (whether in school or in extracurricular pursuits and interests). We Believe that our children deserve to be given every opportunity to succeed (both at school and in life) and we will work tirelessly to make every decision with their best interests as our guide. We Aspire to be creative, draw on experiences that bring learning to life and share the awe and wonder of special moments in time, that leave an impression for a lifetime.

From the point of view of our children:

They learn to feel pride in the celebration of their successes, they reap the rewards from showing the values and attitudes that we promote throughout the school and they deservedly Celebrate. The children feel the positivity that surrounds them every day and know that they are safe to ‘have a go’ and should Believe in their own capabilities and independence. Our children know that a challenge is hard work but they learn to be driven by self-satisfaction in knowing they demonstrated our ‘Switched On’ attitudes, they learn to set goals and Aspire to be anyone or do anything that they set their mind to.

The main features of our logo are the 5 Pimperne trees. The tree is important to us in our school but also the tree is a natural wonder.

Trees like children are individual and unique. They have many parts to them, each needing nurture. A strong tree or individual can support others, an eco-system, it can provide for others – offering shade, sustenance and support, just as we as God’s children can provide for others, if we look after ourselves.

The roots of the tree are vital – we see our School values, our family’s values and British Values as the nourishment for the roots. We have our 8 school values, some of which are rooted in Christianity; courage, compassion, forgiveness, trust, selflessness. Others are rooted in morality, citizenship and life: perseverance, justice, respect.
The trunk – the core or support of each child: measured in their resilience, mindset and independence. External support is given by those around the child: by staff, families, the Governors, the community; from which the unique child blooms and flourishes.
The leaves – the talents, strengths and experiences of every individual. The connections they make with others.
The Tree – The wholeness of all the parts, “As each does its part, we grow in love.”

When our children join Pimperne, they belong, they are connected. The children’s leaf5 and prints are displayed in clay amid the five Pimperne trees.

‘Switched On’

Our learning values and attitudes are best summed up by the seven strands of our ‘Switched On’ approach to life and learning. They are: Stick At It, Work as a team, Independence, Think Hard, Citizenship, Hard Working and On Task. For more specific aspects about these strands, please see our ‘Switched On’ chart below.

‘Switched On’ – Introduced 6 years ago now, because there was such a massive deficit and void in our children’s ability to deal with knock backs or to push through the perseverance barriers. This has been really positive for the years of children that this it now is an automatic response for. It is very exciting seeing that change in culture and attitude. We have returned to it, in light of the pandemic, in order to focus on those key skills in order that our children know the value.

We want the children to be ‘switched on’ to learning but also to Life. Our ‘switched on’ skills are so applicable to the life skills needed in the world that lies ahead: teaching resilience, hard work, perseverance, teamwork, responsibility, reliability, trustworthiness, respect, resourcefulness, bouceback-ability, independence and co-dependence and determination.

We believe in promoting ‘Life in all its fullness.’

Our School Values

Perseverance

Hebrews 12.1: Let us run with perseverance the race marked out for us that is before us.

Deuteronomy 13.6: The Lord your God goes with you; he will never leave you of forsake you.

When have you heard stories about people who have tried again and again until they have succeeded in what they wanted to do?
Who do you admire for persevering at something?
How does your teacher help you with the things you find difficult?
How can you help others when they are finding things difficult?
Can failure ever be a good thing?
Christians often pray that God will help them to keep going in difficult times. Have you ever prayed like this?

Stories we may share: The Hare and the Tortoise, Tabby Mc Tat, Baboushka and the Three Kings, Otter Moon.

Courage

Deuteronomy 31. 6: Be strong and courageous. Do not be afraid; do not be discouraged for the Lord your God will be with you wherever you go.
2 Timothy 1. 7: For the Spirit God gave us does not make us timid but gives us power, love and self-discipline.

Can you think of a time when you or your friend had to be courageous?
Sometimes we need to be brave and ask for help when we need it. Who would you ask for help in your school?
Can you think of a time when you have had the courage “to do the right thing”?
When has your teacher challenged you to overcome something you were worried about?
Who or what encourages you to keep on trying when things are difficult at school?
Why do you think it is important to face up to what we find difficult?
Can you think of a time when Jesus might have needed courage to keep going?

Stories we may share: Rainbow Fish Discovers the Deep Sea, Brave Mouse, Albert Le Blanc to the Rescue, Bears on Hemlock Mountain.

Compassion

2 Colossians 3.12: Clothe yourselves with compassion, kindness, humility, gentleness and patience.
Luke 10.25-37: (The story of the Good Samaritan.)
Matthew 7.12: Treat others as you want them to treat you.

If you met someone who was really compassionate how would you know?
If you show someone kindness and care how does that make them feel? How do you think you would feel?
How could you help someone who was being “left out” of a game or other activity?
How do your teachers help you to explore and reflect on how others are feeling?
Do you know which charities the school has been supporting? How do you think the money raised helped?
Do you know a story that Jesus told about someone who showed compassion? Can you think of a time when Jesus showed compassion to those around him?

Stories we may share: Lost and Found, The Princess who had no Kingdom, Dogger.

Justice

Micah 6. 9: What does the Lord require of you? To do justice, love mercy and to walk humbly with your God.
Matthew 5. 13-14: ‘You are the salt of the earth………… You are the light of the world.’
Matthew 21.12-13: …my Temple will be called a house of prayer. But you have turned it into a hideout for thieves. (Jesus turning the tables in the temple.)

Why do you think that it is particularly important for a Church school to be a just and democratic community?

How are children encouraged to contribute to the way decisions are made in your school?
If you have a strong opinion about how your school is run, how can you make sure your opinion is heard?
What can you do when you feel that you or a friend has been unfairly treated?
What would a peaceful classroom look like/feel like/sound like?
How does your teacher ensure that everyone is treated fairly?
Can you think of someone you admire who has fought for justice for others? Are there any of their qualities that you would want to be true of yourself?
Why do you think Jesus called himself the ‘Light of the World’? (John 8.12)

Stories we may share: It was you Blue Kangaroo, Fire Bed and Bone, Imagine a Wolf, Noodlephant.

Respect

Mark 10.14: Let the children come to me (Mark 10. 14)
Matthew 10.29: Are not two sparrows sold for a penny? Yet not one of them will fall to the ground outside your Father’s care

Who do you respect and why?
How can you show respect for someone with whom you disagree?
How can you show respect for your teachers?
Which role models do you admire and why?
Can you think of some stories about Jesus that demonstrate his respect for the people he met?

Stories we may share: Beegu, Borka, Dinosaurs and All that Rubbish.

Forgiveness

1 John 1.9: But if we confess our sins to God, he can always be trusted to forgive us and take our sins away.
Mark 11.25: If you hold anything against anyone, forgive them, so that your Father in heaven may forgive you.

How does it feel when you know you have been forgiven and can start again?
In the Bible we learn about the story of Zacchaeus. What helped Zacchaeus to be and feel better and make a new life?
Saying sorry to someone who you have upset is the first part of making things right. What else might you need to do?
Why is it important to forgive someone, even if they do not ask for forgiveness?
Does your teacher talk to you about how those who are unkind to others might be helped to change their behaviour?
How could you help someone who needs to say sorry?

Stories we may share: The Great Paper Caper, The Tale of Desperaux.

Trust

John 14.1: Do not let your hearts be troubled. Trust in God, trust also in me.
1 Corinthians 13. 6-7: Love does not delight in evil, but rejoices in the truth, it always protects, always trusts, always hopes, always perseveres.

What makes a friend trustworthy?
Why is it important to be able to trust people in your class/ school community?
How do we learn to trust one another?
When do you need to have somebody to trust?
What could you do if a friend betrayed your trust or let you down?
How can you show that you are trustworthy?
What do Christians mean when they speak about ‘trusting God in all things’?

Stories we may share: The Lion and The Mouse, Hugo The Promise.

Selflessness (Service)

Matthew 20.26: The Son of Man did not come to be served but to serve and give his life as a ransom for many.
John 13.12-15: After Jesus had washed his disciples’ feet … he said: “Do you understand what I have done? ….. And if your Lord and teacher has washed your feet, you should do the same for each other.”

What could you do to be of service to someone today?
How do people serve you at school?
How does a leader serve his /her people?
What Bible stories do you know that show us that Jesus came to serve others?
Have you learnt in school about individuals who have selflessly served others, both in the past and in the present day?

Stories we may share: Frederick, The Tear Thief.

Further Information

Questions to challenge thinking about our school values

This is taken from the ‘Imaginor Resources’ that support our Family Home Learning packs.

British Values

Teaching British Values at Pimperne Primary

The Department for Education reinforces the requirement “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of ‘democracy’, ‘the rule of law’, ‘individual liberty’, ‘mutual respect’ and ‘tolerance of those with different faiths and beliefs’”.

The government set out its definition of British values in the 2011 Prevent Strategy and these values were reiterated by the Prime Minister in 2014. Here at Pimperne Primary, these values are explored in worships/assemblies, in lessons, are reinforced regularly in the following ways:

Democracy

Democracy is high profile within the school. Pupils have the opportunity to have their voices heard through our Pupil Council and pupil questionnaires. The election of class councillors and of House Captains in Year 6 is based solely on pupil votes. Our school values of were chosen through democratic process including children and our school community Children’s voice is always heard as part of monitoring work in school by staff, Hamwic Trust and our governors.

The Rule Of Law

The importance of laws, whether they be those that govern the class, the school, or the country, are consistently reinforced for example when dealing with behaviour and through school worships/assemblies. Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from authorities such as the Police and Fire Service, etc. are regular parts of our curriculum calendar and help reinforce this message.

Individual Liberty

Within school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for pupils to make choices safely, thus our education is empowering our young people. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and we advise how children can exercise these safely, for example through our E-Safety and PSHE lessons. Whether it be through choice of challenge, of how they record or of participation in our numerous extra-curricular clubs and opportunities, pupils are given the freedom to make choices. At lunch times children have freedom of choice in respect of the selection of play activities which are on offer.

Mutual Respect

Our Behaviour Policy revolves around our school values and Vision. Pupils, parents, staff, clergy and our community members have been part of discussions and worships/assemblies which focus on what our Vision means and how it is ‘lived’ in our school. Signage and images around the school promote our school values which are reiterated through our school values-based reward system. In our school everyone is equally valued and there is mutual respect in all relationships: staff-staff, staff-parent, governor-child, etc. We encourage everyone to be a ‘role model’ for mutual respect.

Tolerance Of Those With Different Faiths And Beliefs

This is achieved through enhancing pupils’ understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity. Worships/assemblies and discussions involving prejudices and prejudice-based bullying have been followed and supported by learning in RE and PSHE. The school successfully supports children and families with English as an Additional Language. Staff and children are members of different faiths or religions and everybody is encouraged to share their knowledge to enhance learning within classes and the school. We have space where members of all faiths or religions can reflect on their specific faith/belief, safe in the knowledge that they are respected. We are a school which respects all faiths and those with no faith.

Collective Worship

What is Collective Worship and Why do We have it?

Collective worship offers fifteen minutes in our day for children to pause, to explore, learn from and reflect on a range of big questions.This time may create a sense of spirituality, awe or wonder.

This time gives an opportunity to think deeply, considering ‘Who am I?’ ‘Why am I here?’ and ‘How then should I live?" This contributes to a child’s personal development.

Offering this in the context of authentic Christian worship gives a simple chance for children of all faiths and none to develop spiritually and gain perspective in an otherwise crowded and busy day.

We plan and deliver acts of worship that are invitational, reflective and engaging. There is plenty of flexibility in the provision of collective worship to enable all pupils to benefit without compromising their beliefs.

Mondays	Tuesdays	Wednesdays	Thursdays	Fridays
Reflective Worship	Wellbeing / Vision	Praise: Singing	Visitors	Recognition
Alternating Key Stage or Class	Whole School	Whole School	Whole School	Whole School or Houses

The Contribution of Collective Worship to Personal Development

Collective worship contributes to the Personal Development of children by creating opportunities to explore their Spiritual, Moral, Social and Cultural understanding of self and others. Collective worship gives pupils and school staff the opportunity to:

Engage in an act of community.
Express praise and thanksgiving to God.
Be still and reflect.
Explore the big questions of life and respond to national events.
Foster respect and deepen spiritual awareness.
Reflect on the character of God and on the teachings of Christ.
Affirm Christian values and attitudes.
Share each other's joys and challenges.
Celebrate special times in the Christian calendar.

A Good Collective Worship

At Pimperne Primary School the children think the following elements make a good Collective Worship:

Gathering together in silence or with music.
Candle/s lit together to represent the Trinitarian nature of God.
Engagement through providing either something to watch, things to look at or items to touch.
Involvement and participation opportunities including repeating words in stories, hand gestures, answering questions, acting and reading out words.
Having a chance to experience listening to music, silence or a time for reflection.
Stories.
A prayer.
Leaving with music playing or in silence to provide a time to reflect.

Prayer

Prayer plays a valuable role in supporting wellbeing by offering a calm space for reflection, helping children to process their thoughts, express gratitude and find reassurance in challenging moments. It can bring a sense of peace, belonging and emotional support, encouraging positive mental and spiritual health. We share a variety of types of prayer, including traditional prayers, quiet reflection, creative prayers that have been written by children or families and moments of thankfulness, allowing children to engage in ways that feel meaningful to them. Prayer at our school is always invitational - children are encouraged to take part respectfully, while having the freedom to choose whether to make the words and experiences their own.

This is our school prayer, written by the children and regularly shared in collective worship:

One of Our Prayer Trees Across the School:

Work produced by ‘The Orchard’ After School Club:

Spirituality

Spirituality is the Heartbeat of Our School

Spirituality, “That which animates the life of believers.”

Pimperne CE VC Primary School is a place where Spirituality is nurtured. Spirituality is a lifelong journey, inspired by moments of awe and wonder and in which we strive for harmony with ourselves and others, to achieve a positive direction and purpose in the world.

Spirituality within Pimperne Primary

Our vision incorporates the learning journey about the concept of ‘ourself’. Our strengths and abilities, our inner person and the way that this shapes an individual’s perception of themselves as a unique human being. Spiritual learners reflect on the relationship that they have with their sense of being a unique person. Through ‘Switched On’ we learn to believe in ourselves, our ability to make positive choices and understand that there are consequences around poor choices. We learn that mistakes are necessary in order to reflect and learn, to make future change and we celebrate this. We find our values and develop these.

Our vision incorporates the learning journey about ‘others’. Spiritual learners become increasingly aware of the concept of others - a growing empathy, concern and compassion for how to treat others. Spiritual learners reflect on how their values and principles affect their relationships with others whilst creating relationships within our school community and the wider community. Aspiring to connect with others, support others and be ready to ask for help from others. We develop the values of family friendship with our parents and carers, governors and the local community. We learn the importance of teamwork, ‘Each doing our part’, and how to understand others and how to forgive so that we can build successful relationships.

Our vision incorporates the learning journey about the ‘beauty of the world’. Spiritual learners become increasingly aware of the concept of beauty - a growing relationship with beauty through the ability to respond emotionally to experiences of the wonder of the natural world and human creativity. Spiritual learners explore their understanding beauty and the affect this has on their perception of and relationship with the world.

Our vision incorporates the learning journey about ‘beyond’ what can be seen and understood. Spiritual learners become increasingly aware of the concept of the beyond - a growing relationship with the transcendental and the ability to explore experiences beyond the everyday. Spiritual learners search for meaning in their very existence and their place in the greater scheme of things. It celebrates the awe and wonder in moments of time, the spirituality of a moment or experience, whether in the curriculum, in the beauty of the natural world or in a special connection within a relationship. See our School Definition of Spirituality.

We learn within the context of Christian belief and practice, in partnership with the Church. We encourage an understanding of the meaning and significance of faith and promote Christian values through our learning experiences.

St Peter's Church and the Parish

St Peter’s Church and the Parish

St Peter’s Church, Pimperne, has strong connections to our school. We are fortunate enough to be supported by the Church Team to hold regular services at St Peter’s which our children are able to take the lead in. We offer an invite to our families to join us in these services.

The Church Team also support our RE and wider curriculum by offering ‘Experience Church’ and ‘Experience Easter’ sessions for our Key Stage 2 children. Across the year, we are supported to run other workshops such as Christingles and our ‘Little Lights’ community lantern parade – these events also welcome our families to join us.

There has been a church here in Pimperne, since the Norman times and possibly even earlier. The current building was rebuilt in the late 19th Century incorporating some of the Norman stone work from the previous building. With colleagues from around the Benefice of Long Barrow the St Peter’s team is an essential part of our school, assisting the school with Collective Worship and Assemblies, "Open the Book" Bible drama, and pastoral support.

Our Wider Community, Charities and Organisations

This section celebrates the strong partnerships that enrich our school. We are proud to work closely with local groups, charities and organisations, creating opportunities for our pupils to develop compassion, responsibility and a sense of belonging. Through these connections, we support meaningful causes, engage in community projects and help our learners understand the value of giving back and making a positive difference.

The Church of England and the Diocese of Salisbury

Our school works alongside the Diocese Education team and has, with the support of Hamwic Education Trust (HET) participated in a unique programme of partnership with the Diocese to develop and push the boundaries of Diocese, Trust and school partnerships. It is known as the ‘Flourishing Schools Programme’.

The programme develops a core group of key leaders, who on completion of their training, fulfil strategic roles in the trust across schools. The programme builds on the knowledge, skills and wisdom held by these Trust leaders set with a heart of innovation, deep reflective thinking and a focus on building and equipping others inspired by the story of Nehemiah and the vision shared in Nehemiah 2:18 "Let us rise up and build."

The SDBE-led development is the Programme for Church School Flourishing and is centred on enriching and deepening the expertise of school trusts, enabling the flourishing of their church schools, their children, young people and adults.

Leader for Church School Flourishing (LCSF)
Champion for Church School Recruitment (CCSR)
Leader for Church School Governance (LCSG)
RE and CW Faculty Lead (RECWFL)

Charities

Our School Council decide on a shortlist of charities that our school community feel we would like to support each year. These are then democratically voted on by the whole school community. Each year we run an annual fun run to raise funds for charity.

In 2025-2026, as in many previous years, this fundraising supports Cancer Research. Many families have been touched by this disease impacting on their lives or those of loved ones. As a school, we hold in our minds both staff and pupils who have experienced this ‘battle’. Our wishes for the future is that the amazing work can be supported by funds and that we have tried to do ‘our part’, in helping this research.

Teddy Rocks

Former pupil, Teddy Newton's charity, Teddy20, was established to provide emotional and financial support to children and young people suffering from cancer. It was set up in memory of Ted Newton, who passed away at the age of 10 from Ewing Sarcoma, a rare bone cancer. The charity aims to offer support to those undergoing treatment and their families, ensuring they receive the necessary care and comfort during this challenging time. Teddy20 has successfully raised significant funds to support various cancer charities, including Young Lives vs Cancer, Bone Cancer Research Trust, George’s Rockstars, and Alfie’s Wish. The charity's mission is to make a positive impact and provide a sense of hope and support to those affected by cancer.

Hamwic Education Trust (HET) Church School Strategy

Falling within the boundary of the Diocese of Salisbury, we support the Church of England’s ‘Vision for Education’ of ‘life in all its fullness’ (John 10:10).

In line with the Church of England’s role as the established Church, the vision is for the common good of the whole community.

Educating For Wisdom, Knowledge And Skills: Enabling discipline, confidence and delight in seeking wisdom and knowledge, and developing talents in all areas of life.
Educating For Hope And Aspiration: Enabling healing, repair and renewal, coping wisely when things go wrong, opening horizons and guiding people into ways of fulfilling them.
Educating For Community And Living Well Together: A core focus on relationships, participation in communities and the qualities of character that enable people to flourish together.
Educating For Dignity And Respect: The basic principle of respect for the value and preciousness of each person, treating each person as a unique individual of inherent worth.

Salisbury Diocesan Board of Education (SDBE) - The Diocese of Salisbury.