Promoting British Values
British Values and how we promote them in our school
Democracy: making decisions together
As part of the focus on self-confidence and self-awareness as cited in
Personal, Social and Emotional Development:
- Managers and staff encourage children to see their role in the bigger picture, encouraging children to know their views count, value each other’s views and values and talk about their feelings, for example when they do or do not need help. When appropriate demonstrate democracy in action, for example, children sharing views on what the theme of their role play area could be with a show of hands.Both our school Council and Eco council are democratically elected by their peers.The children learn that they can voice their ideas to the council members who will lobby for actions on their behalf. To see who the elected members are click here.
- Staff support the decisions that children make and provide activities that involve turn-taking, sharing and collaboration. Children should be given opportunities to develop enquiring minds in an atmosphere where questions are valued.
Rule of law:
As part of the focus on Managing Feelings and Behaviour:
- Staff ensure that children understand their own and others’ behaviour and its consequences, and learn to distinguish right from wrong.
- Staff consult with children to create the rules and the codes of behaviour, for example, to agree the rules about tidying up and ensure that all children understand rules apply to everyone. Each class agrees a set of class Golden Rules at the beginning of each year. These rules are then used as the vehicle by which ''Golden Time' is delivered. Children who adhere to the rules earn Golden Time rewards at the end of the week or half term.
Key Stage 2 Treat Day
Individual liberty: freedom for all
As part of the focus on self-confidence & self-awareness and people & communities as cited in Personal Social and Emotional development and Understanding the World:
- Children should develop a positive sense of themselves. Staff provide opportunities for children to develop their self-knowledge, self-esteem and increase their confidence in their own abilities, for example through allowing children to take risks on an obstacle course, mixing colours, talking about their experiences and learning.
- Staff encourage a range of experiences that allow children to explore the language of feelings and responsibility, reflect on their differences and understand we are free to have different opinions, for example in a small group discuss what they feel about transferring into a new class.
Mutual respect and tolerance: treat others as you want to be treated
As part of the focus on People & communities, managing feelings & behaviour and making relationships as cited in Personal Social and Emotional development and Understanding the World:
- Managers and leaders foster an ethos of inclusivity and tolerance where views, faiths, cultures and races are valued and children are engaged with the wider community.We have excellent links with our'Muslim Neighbours' and in March of every year we participate in a Community project with them which culminates in a celebration event in the town centre.
- Children should acquire a tolerance and appreciation of and respect for their own and other cultures; know about similarities and differences between themselves and others and among families, faiths, communities, cultures and traditions and share and discuss practices, celebrations and experiences.In the Spring Term of each year our whole school takes part in a 'Cultural Diversity' project as part of our PHSCE curriculum. We have links with two schools overseas (Nellmapius Primary school in South Africa and Xuefulu Primary School in China). Through these links we promote the sharing and valuing of our different cultures and raise awareness of our global responsibilities.
- Through assembies, Circle Time and the PHSCE curriculum, staff encourage and explain the importance of tolerant behaviours such as sharing and respecting other’s opinions
- Staff promote diverse attitudes and challenge stereotypes, for example, sharing stories that reflect and value the diversity of children’s experiences and providing resources and activities that challenge gender, cultural and racial stereotyping. All children, parents and teachers sign a 'Home School Agreement' which details everyone's responsibilities in contributing to a vibrant and harmonious school community. It is revisited each year at Parents' Evenings. Click on the tab below to see it.
What is not acceptable is:
- failure to challenge gender stereotypes and routinely segregate girls and boys
- isolating children from their wider community
- failure to challenge behaviours (whether of staff, children or parents) that are not in line with the fundamental British values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs
- actively promoting intolerance of other faiths, cultures and races
Have a look at the following link to see some of the other things we do in school