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British Values

Democracy

School Council:  

School Councillors Year 2 to Year 6, are elected by their peers through a democratic process. Teachers ask children to put themselves forward as candidates before conducting a class ballot. School Council meet regularly with the Head, Governors and other visitors. They have opportunities to conduct pupil surveys on play equipment, school meals, bullying and safety and feedback to the Head teacher.

The Right to a Fair Vote:

Certain decisions on matters affecting the whole class are put to a vote e.g. purchase of class resources, choice for enterprise product, class rules, etc. Children are encouraged to vote in different contexts and for a range of purposes including on right/wrong decisions relating to circle time, debates for and against, drama and role-play.

The School Governing Body welcome elected Parent Governors and representatives from the Governing Body attend Parent Consultations twice a year to offer parents a voice for concerns or suggestions for improving the school.

Rule of Law

At the start of the academic year the class discusses class rules and codes and the reasons for having them.   The Behaviour Policy, Home-School Agreement and E-Safety agreement is also revisited and reinforced.

Whole-school behaviour expectations/rules are frequently discussed and promoted in class and assembly. All staff follow the agreed Behaviour and Discipline policy and the staged response to negative behaviour is enshrined in this policy. Positive reward systems are in place to celebrate achievement. We link behaviour to issues of morality and social interactions.

Curriculum Areas: RE, PSHE+C, PE and Sport

Through this subject, children study a range of topics including rules for living, how rules influence actions, belonging, suffering and happiness, good sportsmanship, teamwork and collaboration.

Liberty

Children learn about the past and the importance of freedom and the right to equality and free choice through such topics as the Great Fire of London, Florence Nightingale, Black History Month, British History, RE topics etc.   They learn that we all have a collective responsibility for upholding ‘Equality for All’. The study of significant historical events allows pupils to learn about how British Values were shaped and the impact of significant changes over studied time periods.

Independence and Free Choice

We offer children the freedom and the responsibility to lead their own learning and make behaviour choices and alongside this teach them to recognise how their decisions can affect the life of the school and impact on others. We teach children that with ‘rights’ comes ‘responsibilities’.

Curriculum Areas: Literacy, History, PSHE+C

Themes of personal freedom are explored at age-appropriate levels across different genres, eg ‘Rags to Riches’ and stories in which a character impinges on the freedom/liberties of another e.g. Cinderella, Snow White and other fairy tales; fables and stories with a moral, History topics.

Respect

Respect for others is at the heart of our vision, rules and ethos. School policies are upheld by all staff with a focus on those that require reporting systems; eg Child Protection, PSHE+C, Behaviour and Discipline policy, E-Safety and Home-School Agreement.  Class and whole-school assemblies always promote respect. All staff model a professional attitude in their teaching and across the whole school community when meeting and collaborating with all stakeholders.

Curriculum Areas: All

Our curriculum is founded on a commitment to promote respect for inclusion, equality, diversity and new learning about different cultures and religions. The PSHE+C curriculum has three main themes; Health and Wellbeing (including behaviour and road safety), Relationships (including bullying and assertiveness) Living in the Wider World (including ‘saying no’ and personal safety).

Tolerance

The RE and PSHE+C (Personal, Social, Health & Citizenship) curriculum is also used to promote respect for and an interest in learning about the faiths and beliefs of all those in our school, local, national and global community. We aim to inspire an understanding and respect for those who have different faiths and beliefs to us while recognising that we each have a right to practise our own faiths and beliefs without prejudice.   We believe in a community that is harmonious and rich in culture and history. We will challenge homophobic behaviour, negative stereotyping and inappropriate prejudice.

Curriculum Areas: Literacy, RE, Science, Humanities, Music, Drama, PE

Literacy is used to explore sensitive themes of prejudice in class stories and study texts e.g. Bill’s New Frock by Anne Fine, Anne Frank’s Diary, Anthony Browne picture books etc.  

‘PREVENT’ Strategy

‘Prevent’ is part of the Government’s response to counter terrorism and violent extremism and ‘WRAP’ (Workshop to Raise Awareness of Prevent) is the Home Office’s official anti-radicalisation training scheme. All staff and governors have participated in this training. The minimum legal requirement is that all schools should have at least 1 member of staff who has attended the official WRAP training. (DfE ‘Prevent’ Guidance June 2015).

Developing Awareness of What it Means to be British

The school’s policies, vision and ethos, aims and code of conduct promote the key values of being ‘British’ including right to vote, freedom of choice, respect and understanding of all cultures, faiths and beliefs.

History: Children will learn about British History and chronological changes over the years including changes in Britain from the Stone Age to the Iron Age, Invaders, Settlers, Tudors, etc.

RE: Faith in the local community is explored in addition to World Religions.

Geography: The curriculum provides opportunities to study the UK’s physical and human geography and famous landmarks.

We participate in and commemorate events such as Remembrance Sunday, VE Day, local, national and international sporting occasions, Royal weddings and anniversaries, cultural celebrations and encourage participation in and an appreciation of the arts.


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