Our British Values
The Department for Education has introduced a statutory duty for schools to promote British Values more actively from September 2014, and to ensure they are taught in schools.
The government set out its definition of British values in the 2011 Prevent Strategy and these values have been reiterated by the Prime Minister this year.
The five key British Values are:
- The rule of law
- Individual liberty
- Mutual respect
- Tolerance of those of different faiths and beliefs
Royles Brook Primary School is committed to serving its community. It recognises the multi-cultural, multi-faith and ever-changing nature of the United Kingdom. It also understands the vital role it has in ensuring that groups or individuals within the school are not subjected to intimidation or radicalisation by those wishing to unduly, or illegally, influence them.
It follows equal opportunities guidance which guarantees that there will be no discrimination against any individual or group, regardless of faith, ethnicity, gender, sexuality, political or financial status, or similar. Royles Brook Primary School is dedicated to preparing students for their adult life beyond the formal, examined curriculum and ensuring that it promotes and reinforces British values to all its students.
We use strategies within the National Curriculum and beyond to secure such outcomes for students. The examples that follow show some of the many ways Royles Brook Primary school seeks to instil British Values.
Each year the children decide upon their class charters and the rights associated with these. All the children contribute to the drawing up of the charter.
Children have many opportunities for their voices to be heard. We have a School Council which meets regularly to discuss school priorities. The council members for each year group are elected by their class by mock elections.
Children have an annual questionnaire with which they are able to voice their views about the school.
In all key stages there is opportunity for pupil voice led discussion.
Additional activities for 2014 -15 include:
Whole school project led by School Council on the understanding of democracy and how it can be further promoted in all aspects of school life
- School to run a mock General Election with Rowan Class (Y5) being led by the School Council.
- Our Team Point figureheads are being changed to British people. Decision being made by
democratic process involving whole school community
The Rule of Law
The importance of Laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school days, as well as when dealing with behaviour and through school assemblies. 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.
We involve the pupils in setting the school code of conduct; helping the pupils to make decisions and choices that are acceptable to the school community and society at large. Pupils are helped to learn to manage their behaviour and take responsibility for their actions.
Additional activities for 2014 -15 include:
- Promotion of improved attendance using School Attendance Mascot, Family Link Worker support, PAST team support, promotional assemblies and rewards
- School Values Box and reward system to promote our expectations of conduct
- Home School agreement/Responsibilities charter in support of school rules and behaviour policy
- Rights Respecting School Award has been embarked upon
- Police/Fire Brigade Advice Visits
- Childline Advice Visits
Pupils at Royles Brook are encouraged to become good and valued citizens. We do this by supporting each pupil to become as independent as possible. Within school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young pupils to make choices safely, through provision of a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advised how to exercise these safely, for example through our E-Safety and PSHE lessons.
- All pupils encouraged to partake in sports and activities which would previously have been gender influenced eg, netball, choir, dance, football, knitting club
- Behaviour Policy evidently embedded in pupils’ daily conduct promoting a safe environment
- Anti-Bully culture developed through working policy and promoted through other policies
- Pupils’ conduct during fire drills and evacuations reflect deep understanding of the need to stay safe
- Pupils know where to get support in school when necessary eg. Class teacher, Learning Mentor, Family Link Worker
- Respect is evident from peer to peer through their behaviour, partner talk, circle time, holding of doors, good spoken manners and the warm greetings given to visitors
- Behaviour systems consistent both inside and outside of lesson times
- School Values Box entries and rewards reflect the respect being identified across school by all staff
- Our new curriculum provides opportunities where pupils feel secure to explore, reflect, develop curiosity and independence, whilst working collaboratively within a culture which respects each other’s ambitions (Our Learning Values)
Respect of different faiths and beliefs
- School follow the SACRE curriculum throughout school
- There are active links with local churches through visitors into school, visits to church and significant events in the Christian calendar
- Assemblies are timetabled around significant events within a variety of cultures and faiths eg. Chinese New Year, American/African New Year celebrations, Remembrance Day
- Worship assemblies led by local church leaders
- Our RE lessons actively promote diversity, embrace different faiths and beliefs
- (including those who follow no faith), reinforce messages of tolerance and respect for others.
- Through Religious Education we are also able to develop an awareness and appreciation of other cultures