Our core values, to which all who work here subscribe, can be described as follows:


  • High Quality Relationships

Healthy working relationships which underpin quality learning, raise the self-esteem of learners and contribute to the emotional well-being of the school community – relationships between adults and children, adults and other adults, children and other children, which are built on mutual trust and respect.


  • Individuality and Inclusion

The school values the uniqueness of every child – Every Child Matters at Ridgeway – and our curriculum is flexible and differentiated to allow for pupil choice and individual outcomes. Children with SEN thrive here.



  • Independence

Children as confident and independent learners taking responsibility for their learning and their behaviour, thinking for themselves.


  • Creativity

A thread running through all that we do: the capacity for problem solving, a way of thinking, developing learning challenges which demand an imaginative response; a community of learners valuing originality and innovative approaches, fostering habits of mind that nurture creativity  - risk-taking, curiosity, exploration and imagination.


  • Development of the ‘Whole Child’

Health, physical and mental, is central to becoming an effective learner, as are the social, emotional and spiritual aspects of human development.





  • Enquiry Based Learning

Fosters collaboration between adult and child learners and provides connected learning opportunities which allow for curriculum enrichment and individual challenge: an approach rooted in an understanding of the brain and how children learn.

  • Team Work

Modelled by adults, made explicit to children and fostered in classroom practices which encourage collaborative learning.


  • Achievement Right Across the Curriculum

Children knowing that there are multiple intelligences and that all have gifts and talents in some area; e.g. excelling at art, design or dance is as valued as excelling academically.


  • The Classroom as a Learning Community

Adults are learners too; children and adults use the “language of learning” to help children to better understand the learning process and become increasingly skilled at self-evaluation in order to move their “personalised learning” on.