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British Values

British Values

British Values

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The Key British Values are:

  • democracy
  • rule of law
  • individual liberty
  • mutual respect
  • tolerance of those of different faiths and beliefs

 

As directed by the Department for Education (DfE), schools have a duty to actively promote fundamental British Values.

These values were first set out by the government in the ‘Prevent’ Strategy in 2011. In November 2014, schools were required to have a strategy for embedding these values and showing how their work with pupils has been effective in doing so.

These values are taught explicitly through Personal, Social, Health and Emotional (PSHE), and Religious Education (RE). We also teach British Values through our broad and balanced curriculum, and ensure they are a key driver in the Spiritual, Moral, Social and Cultural aims for our children.

The school takes opportunities to actively promote British Values through whole-school and class-based assemblies, and whole school systems and structures such as electing and running a successful School Council.

We also actively promote British Values through ensuring that our curriculum includes real opportunities for exploring these values.

 

Democracy

Children have many opportunities for their voices to be heard at Parklands.

As a school, we:

  • teach our children about democracy through our school curriculum and assemblies;
  • teach our children how they can influence decision-making through the democratic process;
  • encourage our children to become involved in decision-making processes and ensure they are listened to in school;
  • vote in classes for the election of school councillors three times a year. The Council has its own budget and is able to genuinely effect change within the school;
  • teach dedicated sessions on debating current key topics in Year 5 and 6;
  • provide our children with a broad general knowledge of, and promote respect for, public institutions and services;
  • help our children to express their views;
  • model how perceived injustice can be peacefully challenged;
  • ask our children to complete a questionnaire twice a year, with which they are able to put forward their views about school.

 

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 and class 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. Visits from authorities such as the police and fire service help reinforce this message.

As a school, we:

  • teach our children about the rule of law through our school curriculum and assemblies;
  • teach the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves, and the consequences when laws are broken;
  • explore within our Personal Development lessons, laws and what to do if peer pressure is trying to persuade our children to break these;
  • ensure school rules and expectations are clear and fair;
  • follow class rules and school rules and celebrate adhering to these rules;
  • help our children to distinguish right from wrong;
  • help our children to respect the law and the basis on which it is made;
  • help our children to understand that living under the rule of law protects individuals.

 

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 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.

As a school, we:

  • teach our children about individual liberty through our school curriculum and assemblies;
  • teach Online Safety units of work throughout school – parents and staff also receive training on these;
  • support our children to develop self-knowledge, self-esteem and self-confidence;
  • encourage our children to take responsibility for their own behaviour, as well as knowing their rights;
  • model freedom of speech through pupil participation, while ensuring protection of vulnerable pupils and promoting critical analysis of evidence;
  • encourage our children to challenge stereotypes;
  • implement a strong anti-bullying culture;
  • encourage children in Year 5 and 6 to take on key roles and responsibilities such as Play Leads and Wellbeing Ambassadors;
  • give our children the freedom to make safe choices through opportunities such as our extra-curricular clubs and Residential Trips.

 

Mutual Respect

Mutual respect is one of our Parkland’s values. Children learn that their behaviours have an effect on their own rights and those of others. All members of the school community treat each other with respect and empathy.

 

Tolerance of those of Different Faiths and Beliefs

Parklands Primary is situated in an area which is not greatly culturally diverse therefore we place a great emphasis on promoting diversity with the children. Assemblies are regularly planned to address this issue either directly or through the inclusion of stories and celebrations from a variety of faiths and cultures. Our Religious Education and PSHE teaching reinforce this. Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school.

At Parklands Primary School we will actively challenge pupils, staff or parents expressing opinions contrary to fundamental British values, including ‘extremist’ views.

As a school, we:

  • teach our children about respect and tolerance through our RE scheme, our curriculum and assemblies;
  • explore the protected characteristics of the 2010 Equality Act to promote respect for individual differences and to actively challenge stereotypes;
  • explore positive role models (where possible) through our topics who reflect the protected characteristics of the 2010 Equality Act;
  • challenge prejudicial or discriminatory behaviour;
  • organise visits to places of worship;
  • perform celebration assemblies for Diwali, Eid and Christmas;
  • help our children to acquire an understanding of, and respect for, their own and other cultures and ways of life.

 

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