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British Values


The DfE have recently reinforced the need “to create and enforce a clear and rigorous expectation on all schools to 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.” The Government set out its definition of British values in the 2011 Prevent Strategy, and these values were reiterated at the end of 2014.   At Great Tew these values are reinforced regularly and in the following ways:

Democracy – What Do We Do?

  • Involve children in democratic processes through election of School Councillors
  • Provide opportunity for children to be involved in the decision making process through Class Council meetings, which feed into weekly School Council meetings
  • Involve all children in drawing up of class charters each year
  • Teach pupils how they can influence decision-making through the democratic process
  • Democracy linked assemblies
  • Forge links with local MPs and Councillors who visit the school and speak to the pupils
  • Organise visits to the local council and Parliament
  • Provide pupils with a broad general knowledge of, and promote respect for, public institutions and services – IMPS (Injury Minimisation programme) visit, Junior Citizens programme
  • Close links with Police Community Support Officer
  • Include in the curriculum information on the advantages and disadvantages of democracy and how it works in Britain
  • Help pupils to express their views
  • Teach pupils how public services operate and how they are held to account
  • Model how perceived injustice can be peacefully challenged
  • Annual pupil survey giving children a chance to be heard
  • Involve children in applying for Eco-Status

The Rule of Law – What do We Do?

  • Ensure school rules and expectations are clear and fair
  • Help pupils to distinguish right from wrong
  • Help pupils to respect the law and the basis on which it is made
  • Help pupils to understand that living under the rule of law protects individuals
  • Include visits from the police in the curriculum -talk to Y6 on age of criminal responsibility
  • Teach pupils aspects of both civil and criminal law and discuss how this might differ from some religious laws
  • Develop restorative justice approaches to resolve conflicts
  • Involve children in review of School Behaviour policy – through School Council and assemblies
  • Provide children with opportunities to reflect on their own behaviour
  • Provide children with opportunities to reflect on behaviour in the school through pupil surveys
  • Ask all children to sign a Home/School Agreement

Individual Liberty – What Do We Do?

  • Support pupils to develop their self-knowledge, self-esteem and self-confidence – PSHCE, SEAL
  • Promote personal motivation through Building Learning Power
  • Encourage pupils to take responsibility for their behaviour, as well as knowing their rights
  • Support children to understand the impact of their actions on other people
  • Model freedom of speech through pupil participation, while ensuring protection of vulnerable pupils and promoting critical analysis of evidence
  • Challenge stereotypes
  • Implement a strong anti-bullying culture
  • Follow the UNICEF rights respecting schools agenda
  • Provide a forum for individuals to express differing views through Philosophy for Children

Mutual Respect and Tolerance – What Do We Do?

  • Nurture inclusive school ethos and promote respect for individual differences – through assemblies, PSHCE
  • Help pupils to acquire an understanding of, and respect for, their own and other cultures and ways of life
  • Challenge prejudicial or discriminatory behaviour
  • Organise visits to places of worship
  • Develop critical personal thinking skills – Philosophy for Children
  • Discuss differences between people, such as differences of faith, ethnicity, disability, gender or sexuality and differences of family situations, such as looked-after children or young carers
  • Equip pupils to make a positive contribution to a globalised world through Global Learning programme
  • Forge close links with local schools – competitive sport, music, dance, workshops etc
  • Include stories from world faiths and cultures in assemblies and curriculum planning
  • Arrange workshops e.g. African drumming
  • Exploit curricular opportunities to teach children about the diverse nature of modern Britain eg Chinese New Year, Early Islamic Civilisation (history-driver) topic in Y5/6 linked to modern Islam and including visit to Mosque
  • Include study of all major faiths in R.E. curriculum – following the locally agreed syllabus
  • Provide opportunities for reflection in Collective Worship
  • Encourage children to support the local community: Banbury Foodbank, Katherine House Hospice, Lawrence Home Nursing
  • Social, Emotional Aspects of Learning (SEAL) taught across all year groups as part of the PHSCE curriculum.
  • Encourage and model positive relationships
  • Encourage children to support each other’s learning through talking partners, peered assessment
  • Implement a strong anti-bullying culture – Anti-Bullying Week
  • Encourage older children to support younger children through buddy system
  • Encourage children to organise their own charity fundraising events eg Macmillan Cancer
  • Work with the local community: choir singing in Church, bag-packing
  • IMPS (Injury Minimisation programme) and Junior Citizens programme for Y6