Bedford Road Lower School
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Values Education 

Over a two year period, we explore twenty core values with the children. The value changes each month and children are given the opportunity to explore the value through assemblies and a weekly values lesson.

Children are encouraged to live out Values and are rewarded for doing so. 


At Bedford Road Primary we are committed to serving our community and surrounding areas. We recognise the multicultural, multi-faith nature of the United Kingdom and understand the crucial role our school plays in promoting these values.


We ensure that through our school vision, values, rules, curriculum and teaching we promote tolerance and respect for all cultures, faiths and lifestyles. We have a duty to prepare our children for life in modern Britain and to keep them safe.

Please click the link to read our statement:

British Values at Bedford Road Primary



Kaleidoscope Room

As parents we all harbour the same anxieties, hopes and aspirations for our children. We know that confident children who thrive and perform well share certain characteristics:


  • Empowerment

  • Hope

  • Autonomy

  • Resiliency

  • Resourcefulness

  • Reciprocity

  • Security

  • Accomplishment

  • Recognition

  • Perseverance

  • Enjoyment


The pressures of school academic targets coupled with today’s busy home lives often mean we lose sight of what children actually need to thrive and be happy human beings.


Some children demonstrate high emotional arousal which makes them feel anxious, timid or withdrawn or they may behave in a reactive angry manner. It is normal to feel like this from time to time but sometimes, this takes over our lives and we need support. When a child (or adult) behaves in what seems like an irrational way it is not really them but the emotional part of their right brain hijacking any left brain thinking through having too much cortisol in the brain, which leads to stress. This emotional reaction can be triggered by feelings of uncertainty, fear, feeling out of control, disappointment, being overwhelmed, or simply a change in routine. To make this easier for children to understand we sometimes call the emotional side of the brain ‘the chimp’ and the left, analytical side of the brain ‘the owl’. We know that although this  ‘Chimp’ can be very useful it can also hinder us from behaving appropriately in a given situation , maintaining healthy relationships with others and being able to access learning.


Some children demonstrate high emotional arousal which makes them feel anxious, timid, or withdrawn or they may behave in a reactive, angry manner. It is normal to feel like this from time to time but sometimes this takes over our lives and we need a little support.

Kaleidoscope is a 7 step programme aimed at helping children manage their ‘chimp’ by building self belief, resilience and resourcefulness. This takes place in a supportive, safe, nurturing environment away from fear of failure. These learnt strategies of relaxation, mental rehearsal and colour expression all assist children in self soothing, taking calculated risks and persevering with an ‘I can’ attitude.


The Head Teacher; Lindsay Gould and several other members of staff; Olivia Pacey, Cheryl Williams, Kerry Parker and Janet Holden work with small groups of children who have been targeted as needing a little extra intervention for a short period of time. Parents are fully included in the decision to begin Kaleidoscope sessions and will always be talked to and receive a letter allowing them to fully understand what will happen and why their child has been chosen to take part. In Kaleidoscope we use lots of natural materials such as sand, animal, puppets, water, pebbles, mirrors and gemstones. There are no worksheets and children do not read or write during any of these sessions.


Kaleidoscope was created by Anne Kaye; it is based on the work of; Margot Sunderland (Director of the centre for child mental Health in London)

Dr Steven Peters (Psychiatrist to Professional Sportspeople); Theo Gimbal (Colour and Light Therapist). To base line our work we use both Prof Dr Ferre Leavers’ Wellbeing and Involvement Scales plus Goodman’s Strengths and Difficulties Charts and Adrian Faupel’s (Education Psychologist, University of Southampton) Assessment and Intervention checklists.




Read Write Inc.

Learning to read at Bedford Road.


"Reading is the one ability that, once set in motion, has the capacity to feed itself, to grow exponentially, producing a base from which the possibilities are infinite."     Michael Morpurgo.


Reading is the most important skill that children must master during their time at primary school. Reading opens up the doors to the whole world of learning. At Bedford Road, our primary goal is to make sure that every child learns to read. We rely on the parents of our children to help us in this task by: listening to their child read every night; talking to them about books and reading stories to their children.


We use Read Write Inc. a systematic phonics and reading programme that is great fun and very pacey. Our children are organised into ability groups for reading and have a Read Write Inc. lesson three mornings per week. The groups vary in size and children may move between groups according to their individual needs.


The children start by learning the 44 'Speed Sounds', which have corresponding pictures. Once they have learnt their sounds, they learn to read words using sound-blending. The children know this as 'Fred Talk'. They use 'Fred Talk' to read lively stories and then they talk about what has happened in the books. They also write about the stories using their 'Fred Fingers' to identify the separate sounds needed to spell each word. Partner work is key to our reading programme so that the children get to answer every question from the teacher, practise every activity and practise their sentences before they write them.


Once children are confident readers, they begin guided reading sessions where they have the opportunity to read a wide range of different texts written by lots of different authors. These sessions are in small groups, where they have a chance to sit with their teacher and discuss their understanding of the book.


How can you help your child make good progress in reading?

  • Read stories and talk about books with your child
  • Attend our parent phonics sessions
  • Learn the correct pronunciation of each sound by visiting the following website:  and practise these with your child.
  • Do not teach your child letter names until they are taught them in school. Research shows that children who are taught the names of letters rather than the sounds can often find it harder to learn to read.
  • Listen to your child read the book that they are sent home from school with for ten minutes every night in a quiet room.
  • If you have any questions no matter how silly you may think they are, please ask your child’s class teacher.


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Bedford Road Lower School
Bedford MK42 8QH
Tel: 01234 851011

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