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Promoting British Values

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Promoting British Values at Beamont Community Primary School

All maintained schools must meet the requirements set out in section 78 of the Education Act 2002 and promote the spiritual, moral, social and cultural (SMSC) development of their pupils.  Through ensuring pupils’ SMSC development, schools can also demonstrate they are actively promoting fundamental British values.

Schools should promote the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs (as set out in The Prevent Strategy, 2011).

This policy should not be read in isolation; the contents both underpin and are promoted by the wider life of the school – by the taught curriculum (the fundamental British values are embedded in the Early Years Foundation Stage, and the curricula for Key Stages 1 and 2), through the school ethos, by Acts of Collective Worship, by activities for outside of the classroom, through effective relationships throughout the school and beyond.

At Beamont Community Primary School, these values are reinforced regularly, and in the following ways:

Democracy

Democracy is embedded at our school.  Pupils are always listened to by adults and are taught to listen carefully to and with concern for each other, respecting the right of every individual to have their opinions and voices heard, and to be involved in making decisions together.  All children are encouraged to know that their opinion is valued and listened to, and to share their views.

Within classrooms, democracy is active when, for example, children choose topics or areas of learning, are involved in key decisions about visits and trips, select themes for role play areas, take turns during lessons, share resources/ ideas/ experiences, work together collaboratively.

We have a School Council which meets fortnightly (usually) with a dedicated lead teacher to discuss issues raised.  They meet with members of the school’s Senior Leadership Team regularly, at their request or that of the SLT, to share ideas, to consult, to inform.

The elections of the School Council members are based solely on pupil votes, reflecting our British electoral system and demonstrating democracy in action.  Within the School Council then, key roles are held, again after a process of self-nomination and voting, reflecting the wider electoral system.

The School Council bring ideas from children in their classes and they are genuinely able to affect change at school.  Examples of their work include the development of effective lunchtime arrangements, fundraising, changes to the playground and equipment available for playtimes.

The Rule of Law

The importance of laws, whether they be those that govern the class, the school or the country, are consistently reinforced at Beamont Community Primary School.  Pupils are taught from an early age about the rules of the school and are actively involved in the development of class rules in all year groups (for example, in early years, the children may be involved in deciding how many children can be in the role play area; in Key Stage 2, the children may create a class code/ set of rules specific for that class and signed by all).

Our pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken.  Through their experiences and lessons, they should learn to distinguish right from wrong and to respect the civil and criminal law of England.

Through the school’s behaviour policy and the wider curriculum, our children are taught to accept responsibility for their behaviour, and the implications their behaviours may have on others around them and in the community.

Visits from outside agencies such as the Police or Fire Service, etc., are regular features of our school calendar and help to reinforce this message.

Individual Liberty

Within school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment.  As a school, we provide boundaries for our pupils to make informed choices, through a safe environment and an empowering education. 

Our pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely, through, for example, our e-safety and PSHE lessons.  Our children are given the freedom to make choices, for example, of how they record, of participation in our extra-curricular activities, of challenge, of areas of learning (particularly in the Early Years Foundation Stage), etc.  Fundamental to this, is that the children are encouraged to develop a positive view of themselves, to know their own minds, to be aware of their feelings, abilities, opinions.  PSHE lessons, and other aspects of the school’s curriculum, will provide opportunities for the children to develop their self-esteem and self-awareness.

Mutual Respect

Mutual respect is at the heart of our values in school.  Put simply, the children are taught to treat others as they would want to be treated.  All members of the school community are encouraged to treat each other with respect, and pupils understand that respect needs to be shown to everyone, whatever differences we may have.  Children learn that their behaviours have an effect on their own rights and those of others, and are encouraged to develop skills to support mutual respect – including sharing, listening, turn taking.

The core value of respect is seen around school and is reiterated through classroom and school rules, as well as through our behaviour policy.

Tolerance of those with different faiths and beliefs

We actively promote diversity through our studies of different faiths and cultures.  Religious Education lessons, PSHE lessons, other aspects of our planned and unplanned curriculum, reinforce messages of tolerance and respect for others.

Members of different faiths and religions, or none, are encouraged to share their knowledge to enhance learning within classes and the school, and the wider community.   Through their discussions, learning, experiences, children should develop an acceptance that other people having different faiths or beliefs to themselves (or having no faith or belief), should be accepted and tolerated.  They will be taught that this should not be the cause of prejudicial or discriminatory behaviour.

Through the development of understanding of different faiths and cultures, the children will gain a clear view of the culturally diverse society in which they live.

Promotion of British Values:

As well as through the taught curriculum, British Values will be promoted through acts of Collective Worship, through displays around school, via information on the school’s website.

References:

Promoting fundamental British values as part of SMSC in schools; November 2014; DfE

https://www.gov.uk/government/publications/promoting-fundamental-british-values-through-smsc

Prevent Strategy; June 2011; Home Office

www.gov.uk/government/publications/prevent-duty-guidance

Policy Presentation to Governors: Summer 2015

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