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The difference between evergreen and deciduous trees has been taught to young children – in their wellies in the great outdoors. Year 1 pupils at Magna Carta Primary Academy had a hands-on lesson with visiting botanist Rachel Hamilton. https://t.co/Lb9YkuBWCB https://t.co/5U4t0eIooq

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With budgets within schools stretched further than ever, parents at Magna Carta are being given the opportunity to offer gifts of vital reading material. An wish list has been populated with hundreds of book titles to benefit each class. https://t.co/q7LAhAsJVm https://t.co/r4PW1LiLox

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Magna Carta Primary Academy Retweeted

WE ARE HIRING - Estates and Facilities Assistants We are looking for Estates and Facilities Assistants on a temporary and casual relief basis. These roles have flexible working hours – weekdays, evenings and weekends. Email recruitment.org.uk Phone (01279) 621572 https://t.co/kpFHPunXxB

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A week dedicated to the anti-bullying message saw young children explore their differences. Pupils at Magna Carta learnt who they can go to for support, which behaviours are friendly and unfriendly and how to promote a happy and safe school environment. https://t.co/mVFnEDSBXn https://t.co/gDBWrs1H1M

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Thank you to for the book delivered to us today. Such an important book for children to read and listen to. https://t.co/NZTslUo0Sv

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Excited children started with a workout with . Fitness coach and ambassador inspired them to get active by taking part in the . Pupils, parents and teachers tuned in to the live stream to take part https://t.co/UOZmZsoF2I

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Magna Carta Primary Academy Retweeted

WE ARE HIRING - Catering Assistants We are looking for Catering Assistants on a temporary and casual relief basis. These roles are part-time during the school day, term-time only and flexible. Email recruitment.org.uk Phone (01279) 621572 https://t.co/IYV11rP3PW

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Well done to Freddie T in Elm for being inspired by his learning about Christopher Columbus and choosing to do some home learning on the subject. https://t.co/HbEfUBYOSo


Magna Carta Primary Academy Retweeted

Most UK school children will someday do jobs that haven’t been invented yet. Follow the CBI to hear how businesses are helping schools prepare for the future of work.


Magna Carta Primary Academy Retweeted

Today a child said he was hungry. I remembered I had an apple and so gave it to him. He passed it back to me. 'Please can you cut it in half? ' I duly did and gave him both halves. He gave one half to me 'That was your apple, we need to share it'


Everyone has value and a story to tell. https://t.co/ziJFjGzSyx

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Thank you to our school community for your donations to and for your energy during this morning’s livestream workout with https://t.co/3kZrBLkqGV

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Thank you to the botanist and author Rachel Hamilton for giving Year1 so much time this week. Having an expert talk to our pupils has been wonderful. They have built on their learning of evergreen and deciduous trees & can identify trees by their leaves. https://t.co/7Ukae125lK

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Thanks for the donations for . Pupils have worked on the this week and reaffirmed our STOP policy. If you are hurt physically or emotionally Several Times On Purpose, you should Start Telling Other People. A good thing for all of us to live by https://t.co/ThbdRpr5MG

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Magna Carta Primary Academy Retweeted

Keep an eye out for news of all the activities taking place across our trust for . are joining for the Good luck everyone! https://t.co/0YA3r7N2bf

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Magna Carta Primary Academy Retweeted
Academy Ambassadors

Dan Kolinsky QC of and Kevin Binley of Discuss the risk strategies in place at their MATs https://t.co/HrXMzxEPTJ

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Magna Carta Primary Academy Retweeted

Current Vacancies - We have a variety of teaching and non teaching roles available across our trust - https://t.co/UCU0OUBsP0 https://t.co/NVv0yhJHSn


We’ll be with you!

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Magna Carta Primary Academy Retweeted
BBC Breakfast

💕World War I through an animals eyes. This animation from helps children understand https://t.co/V3WSxQommX

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Outstanding Education

Supporting primary and secondary schools across Essex and North & East London, BMAT is a growing multi-academy trust with a singular vision: schools, teachers and pupils freed to succeed.

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Anti-bullying curriculum

Anti-bullying week 11th-15th November 2019

Stephen Lawrence Day 22nd April 2020                                                (commemorated at Magna Carta on the 20th April 2020)

The theme for Anti-Bullying Week 2019 is: ‘Change Starts With Us’. Together we can challenge bullying. Change starts with a conversation. It starts with checking in. It starts with working together.

Change starts here. Change starts now. Change starts with us. 

Anti-Bullying Week runs from 11-15 November 2019. ABA (Anti Bullying Alliance) will hold Odd Socks Day for Anti-Bullying Week on the first day of Anti-Bullying Week (11 November 2019). Magna Carta will take part in this event to raise awareness and to raise funds. CBeebies star Andy Day and Anti-Bullying Alliance patron, and his band Andy and the Odd Socks, are supporting Anti-Bullying Week 2019 and are encouraging pupils to wear odd socks to school during the campaign to show their support. We ask that anyone who takes part in Odd Socks Day, donates between £1 and £2 which will go towards buying a friendship bench for our playground. 

Articles 15 and 19 of the UN Convention on the Rights of the Child state that:

You have the right to choose your own friends and join or set up groups, as long as it isn't harmful to others.          Article 15

You have the right to be protected from being hurt and mistreated, in body or mind.  Article 19

Bullying behaviour has four key aspects:

  • It’s hurtful
  • It’s intentional
  • It’s repetitive
  • It involves a power imbalance   

The definition of bullying is very important to understand when assessing the difference between ‘relational conflict’ – where there is a ‘falling out’ between individuals – and when it tips the balance to bullying.

E.g., if Rashid and Eve are arguing over a toy. Rashid takes the toy and then Eve grabs it back and vice versa. This is likely to be a relational conflict where they share the balance of power. This doesn’t mean it shouldn’t be challenged, it just isn’t bullying. Take the same example, but this time every time Rashid uses the toy Eve snatches it away. Rashid doesn’t snatch it back but Eve insists on taking it from Rashid each time. This happens over a number of days. In this example the relational conflict is now bullying. It is repetitive, there seems to be intent in the action, it’s is hurtful and the power seems to have shifted because Eve is continuously showing force over Rashid.

  • Children have a right to play in a safe and supportive environment.
  • Bullying is not a ‘rite of passage’. It is well researched that bullying causes long term damage to both the person on the receiving end, and those who bully. Challenging bullying behaviour in the early years gives you a great opportunity to ‘nip it in the bud’.
  • It is not a child’s fault if they are bullied. Children should never be told to just ignore it, or to change who they are. It is the children doing the bullying that need to change their behaviour and their attitude.
  • Children need to be supported to speak out if they think someone isn’t being nice to them. They need to feel comfortable to come and tell you.
  • Refer to Magna Carta’s Anti-Bullying Policy.
  • Do not label a child a ‘bully’. This is an unhelpful label and says that bullying is something you are rather than a behaviour choice you can change. Instead, talk about bullying behaviour.
  • Praise positive behaviour and interactions amongst children.
  • Role model positive behaviour amongst staff and parents.
  • Use story telling: there are many books you can use or you could use dolls to act out scenarios to explore empathy and cover sensitive topics with children, for example about children not being good friends or not playing together nicely. 
  • Challenge stereotypes such as ‘these are boys’ toys’ in a positive and friendly way.
  • If you do see instances of bullying or conflict at Magna Carta, think carefully about any ways that you might prevent this happening again. E.g., are there areas that are less supervised than others or are there ways to empower pupils to alert you to issues as they arise? Or do you challenge negative language?
  • Be clear about how pupils should behave respectfully towards each other. E.g., do you have ground rules such as not being able to say ‘you can’t play with me/us’?
  • Encourage restorative approaches including supporting children to express their feelings in a safe space and to apologise to each other in meaningful ways.
  • Undertake empathy building activities which help young children learn how to express their feelings and recognise emotions in others, discussing the way that people are different, talking about kindness and helping others to feel better when they are upset.
  • Encourage assertiveness in children who might find it difficult to stand up for themselves. E.g., you could role-play scenarios or undertake activities that show children how to express their emotions clearly and calmly.
  • Help young children make sense of differences: present positive attitudes and messages about differences amongst us all and the benefits such attitudes bring to all people.


Summary of core knowledge for Reception

  • Definition of bullying for pupils: when a person causes harm to another person several times on purpose (STOP)
  • Clarity of what to do if you feel you are being bullied: start telling other people (STOP)
  • Spend time clarifying and defining harm, ensuring it includes physical and emotional harm


Summary of core knowledge for Year 1- as for Reception, plus:

  • How to seek help from adults at school and parents


Summary of core knowledge for Year 2- as for Reception and Year 1, plus:

  • How not to be a bystander

Year 2 become anti-bullying ambassadors which they continue to be as they move up the school. Each new Year 2 class also becomes anti-bullying ambassadors until the school is filled with them! This will happen on or around Stephen Lawrence Day (on or around 22nd April) every year.

Anti-Bullying Ambassadors are passionate young people who will stand up to bullying and believe they can change things for the better.

Anti-Bullying Ambassadors believe that bullying is not a normal part of life. They support others and take a stand to shape attitudes and change behaviours. They are a pillar of support; look out for others and a strong pupil voice for the school community.

Summary of core knowledge for Year 3- build on learning in key stage one, plus:

  • Understand that making small changes can make a big difference when it comes to bullying. 
  • Tackling bullying is a collective responsibility.
  • Learn about the effectiveness of small acts of kindness in making school a better, happier place. 


Fundamental British Values

Opportunities to learn that we have rights but that we are also responsible for how we make others feel so if we harm another person, we must face the consequences. These learning points link well with the values of rule of law and individual liberty.

Teaching the Prevent strategy

Anti-bullying education aims to empower pupils so that they are not easily drawn down avenues which may cause harm to themselves or others.

Teaching pupils how to stay safe

This unit of work serves to empower pupils and to therefore keep them safe from harm, both physical and emotional. 

Promoting healthy living

It is vital that our pupils do not think health is just about physical health. Mental health must be high on the agenda and anti-bullying will contribute towards this.

Curriculum Drivers: How does this unit of work support a broad and balanced curriculum?

Knowledge of the World

Relate learning to real life contexts, promote cultural awareness 

Enterprise and Aspiration

Promotes enterprise

Investigation and Enquiry

Develop collaborative learning, encourage positive risk-taking.

Local, National and Global

Opportunities for pupils to make a difference and contribute positively to the school and wider community- create anti-bullying ambassadors in Year 2

How does this unit of work contribute to the spiritual, moral, social and cultural development of pupils?

Spiritual development

Ability to be reflective about their own beliefs that inform their perspective on life

Moral development

There is a myriad of ethical issues and moral dilemmas to explore, e.g., I think my best friend is bullying me but I don’t have any other friends so I think I’ll just let it happen

Social development

Cooperating well with others and being able to resolve conflicts effectively










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