What are British Values?
There are certain values that have been attributed to being British, by the government and some institutions. These fall into the following broad areas:
The Rule of Law
Respect & Tolerance
How do we specifically promote ‘British Values’ at our school?
We seek to promote ‘British Values in our policies and practice. Our activities and the way we manage learning and behaviour, clearly reflect ‘British Values’.
We promote these values in the following ways:
Provide pupils with a broad general knowledge of, and promote respect for, public institutions and services by discussing these whenever appropriate in curriculum work.
Teach pupils how they can influence decision making through the democratic process e.g., in our School Council work, secondary Friday afternoon enrichment activities.
Encourage pupils to become involved in decision-making processes and ensure they are listened to in school e.g., in our School Council work, pupil contribution in annual review process/Education Health Care Plan process.
Include in the curriculum information on the advantages and disadvantages of democracy and how it works in Britain e.g., when considering periods of history when democracy was not as fully developed as it is now.
Hold ‘mock elections’ so pupils can learn how to argue and defend points of view e.g., when electing representatives for the School Council.
Help pupils to express their views e.g., through a variety of lessons and opportunities to present work and opinions. This expression can be conveyed in a variety of ways including spoken words, signing, symbols, body language, eye pointing.
Model how perceived injustice can be peacefully challenged e.g., through our interactions with pupils and the school’s behaviour system, in assemblies and class PHSE work.
Rule of Law:
Ensure school rules and expectations are clear and fair e.g., by discussing these with pupils and establishing rules with pupils, helping pupils to make decisions and choices that are acceptable to the school community and society at large.
Help pupils to distinguish right from wrong e.g., during everyday interactions and discussions of stories, other literary materials and real-life situations.
Help pupils to respect the law and the basis on which it is made e.g., by showing how rules help everyone to interact in an orderly and fair manner and protect the vulnerable in society.
Help pupils to understand that living under the rule of law protects individuals.
Include visits from the police e.g., involvement with the Community Police Officers in assembly, aspects of the curriculum and visits to/from the Fire Service.
Teach pupils aspects of both civil and criminal law and discuss how this might differ from some religious groups.
Develop approaches based on fairness and justice to resolve conflicts e.g., as part of our approach to behaviour.
Support pupils to develop their self-knowledge, self-esteem and self-confidence e.g., through all areas of teaching and learning in school encouraging them to become good and valued citizens.
Encourage pupils to take responsibility for their behaviours, as well as knowing their rights.
Challenge stereotypes e.g., through PSHE/SMSC work and assemblies.
Implement a strong anti-bullying culture, as promoted in our policies for Anti-bullying and Behaviour.
Demonstrate that everyone has rights; this includes the right to say ‘Yes’ or ‘No’ to ideas or activities e.g., pupils choose whether or not to access after school activities, secondary pupils choose their Friday afternoon enrichment activity.
Encourage pupils to become increasingly involved in decision making for their post 16 progression route.
Some pupils will be able to take responsibility for particular roles and to understand that with certain rights comes a level of responsibility e.g. Sports Leaders.
Support others by participating in a wide variety of charitable fund-raising events such as Red Nose Day, Children in Need, local hospice, local, national and international charities.
Respect and Tolerance:
Promote respect for individual differences in all areas of learning and interaction.
Help pupils acquire an understanding of, and respect for, their own and other cultures and ways of life e.g., through RE work, SMSC/PSHE and Global Citizenship.
Challenge prejudicial or discriminatory behaviour e.g., through discussion and our approach to behaviour in school and the wider world.
Discuss differences between people, such as differences of faith, ethnicity, disability, gender or sexuality and differences of family situations, such as Looked After Children e.g., through our SMSC/PSHE and broader curriculum work and through visitors sharing their experiences.