In accordance with The Department for Education, we aim to actively promote British values in our school to ensure young people leave school prepared for life in modern Britain. Pupils are encouraged to regard people of all faiths, races and cultures with respect and tolerance and understand that while different people may hold different views about what is ‘right’ and ‘wrong’, all people living in England are subject to its law.

The Key British Values are:

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

We actively promote British values through:

Focusing on and showing how the school’s work is effective in securing these values.

Challenging pupils, staff, visitors or parents who express opinions contrary to British values.

Democracy – what do we do?

• Class voting for the election of school councillors at the start of the year.
• Provide pupils with a broad general knowledge of, and promote respect for, public institutions and services.
• Teach pupils how they can influence decision-making through the democratic process.
• Teach through assemblies and our school curriculum.
• Teach dedicated sessions on debating current key topics in Year 5 & 6.
• Encourage pupils to become involved in decision-making processes and ensure they are listened to in school.
• Help pupils to express their views.
• Model how perceived injustice can be peacefully challenged.
• Pupils vote as to which after schools we should provide.

Rule of law – what do we do?

• Ensure school rules and expectations are clear and fair.
• Class rules and celebration of adhering to these rules.
• Help pupils to distinguish right from wrong.
• Curriculum links e.g. Crime and Punishment
• 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.
• Explore within our Personal Development Lessons laws and what to do if peer pressure is trying to persuade children to break these.
• 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. These values are reinforced in different ways:

• • Visits from authorities such as the police and fire services
  • Cycling Proficiency lessons enable children to understand the rules of the road and the potential dangers encountered should they break those rules.

Individual liberty – what do we do?

• Support pupils to develop their self-knowledge, self-esteem, self-confidence.
• Encourage pupils to take responsibility for their 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
• Challenge stereotypes.
• Implement a strong anti-bullying culture.
• Online Safety units of work are taught throughout school and parents and staff receive training on these.
• Children in Year 5 and 6 are given key roles and responsibilities such as Play Leaders, Playground Buddies, Reading Buddies, Sports Ambassadors and Wellbeing Ambassadors.
• Through opportunities such as our extra-curricular and Lunch Time clubs, Golden Time and Residential Trips, pupils are given the freedom to make safe choices.

Mutual Respect and tolerance of different cultures and religions– what do we do?

• Through 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.
• Years groups perform a celebration assembly for Diwali, Eid and Christmas.
• Our RE scheme ensures that our children have a good understanding of a range of religious beliefs and customs
• Help pupils to acquire an understanding of, and respect for, their own and other cultures and ways of life.
• Use of oracy hand gesture to disagree in a respectful way with the answers of others whilst in class.