Values - British Values
We believe British values to be fundamental human values. We actively promote them, alongside our School Values of equality, honesty, integrity, kindness, respect and responsibility. Such values are the bedrock of how we believe our learners should be educated and permeates all aspects of school life.
Expectations
All schools are required to show that they actively promote British values. The government set out it's definition of British Values in the 2011 Prevent Strategy. This includes the values of:
- Democracy
- The rule of law
- Individual liberty
- Mutual respect
- Tolerance of those of different faiths and beliefs
This definition remains the same in the new standards.
This foundation on which we build our education, forms an integral foundation of all we do through implicit and explicit action and education.
Below are some examples of how British Values are woven through the fabric of the school:
Everyday School Life
General school and class rules, voting on class issues, school council, behaviour systems such as celebration certificates, star of the day etc. and assemblies, which focus on moral themes each term.
Paired work, group work, taking turns, sharing, tolerance, support, respect, care are all taught and modelled.
We have an implicit and explicit drive towards ‘dong the right thing’, which includes an expectation to hold doors, say please and thank you, show consideration and awareness towards others, which boils down to learners being taught and shown how to be empathetic people.
Formalised roles and responsibilities in class with helpers and monitors. Year 6 have a vast array of ‘jobs’ ranging from being a buddy to EYFS learners, to being playground leaders across school, organising and managing inter and intra class / school events.
Curriculum Links
Learners study and celebrate the Art and Music of many cultures, and learn to value others’ ideas and tastes. Cultural and historical distinctiveness is explored and celebrated.
In English, high quality, culturally relevant, age-appropriate texts are carefully chosen for each year group to study, for the themes and ideas they explore or celebrate.
Geography lessons promote the understanding of local communities including developing pupils’ ideas of roles and responsibilities within in the community.
History sessions are used to explore contemporary issues through the lens of history, such as slavery and strata within society (Romans), the class system, immigration and refugees. Events, and their interpretations, are studied from the viewpoints of different people from across society.
PSHE lessons challenge stereotypes, reinforce rules (including of law), individuality, break down stereotypes including all mentioned above, respect and tolerance.
RE lessons promote tolerance and understanding, where commonalities and uniqueness are explored between all major religions.
The Year 5s have a specific theme where they look at the idea of ‘charity’ and what it means, and Year 5 and 6 explore ‘What it means to be a global citizen’.
Early years ‘All About Me’ style learning and topics celebrate and recognise diversity. Child-led learning links itself to the idea of choices, understanding of each other, personal responsibility, impact of actions etc. Respect features highly to support the integration of many pupils from any different pre-school environments, including some who have not been to any formal pre-schooling. Behaviour (and language) is consistently modelled (as it is across the school) and similarities and differences are actively promoted and celebrated.
Local, National and Global Links
Specific celebrations are explored from a religious and cultural standpoint, such as Chinese New Year, Diwali etc. The school invites parents or visitors to share and discuss the celebration from a personal point of view.
Learners contribute time or money to various charity events such as Children in Need, Comic Relief, Sports Relief etc., demonstrating their understanding of the wider world and helping others in need.
The school hosts visits from outside agencies involved in the community, guide dogs, the fire and police service etc.
Images and inspirational work is displayed around the school, which positively address cultural, religious, race, disability, familial, gender and societal similarities and differences in a way that promotes understanding, empathy and unity.
Educational visits also help learners engage with their local community.
