Wargrave Church of England Primary & Nursery School
British Values & SMSC
PROMOTING BRITISH VALUES AT WARGRAVE C OF E PRIMARY SCHOOL
The DfE have 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 have been reiterated by the Prime Minister. At Wargrave C of E Primary School these values are reinforced regularly and in the following ways:
Democracy
Democracy is widespread throughout the school. Pupils have the opportunity to have their voices heard through our School Council, Sports, Governor & Curriculum Ambassadors, Pupil voice conferences and Pupil questionnaires. Elections for School Council representatives are undertaken in each class. Children are always able to voice their opinions and we foster an environment where children are safe to disagree with each other.
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 and Worship. The school’s behaviour philosophy has at its core the principle of making the correct choices in life and the Behaviour Policy is derived from the key value of keeping to rules. Through this our 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, Fire Service, etc. are regular parts of our calendar and help reinforce this message.
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 the 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 eSafety lessons in the computing curriculum and in PSHE lessons. Whether it be through choice of challenge, of how they record, of participation in our numerous extra-curricular clubs and opportunities, pupils are given the freedom to make choices.
Mutual Respect
Part of our school ethos and behaviour policy has revolved around our Values such as ‘Respect’, and pupils are part of discussions and assemblies/Worships related to what this means and how it is shown. The school promotes respect for others and this is reiterated through our classroom and learning rules, as well as our behaviour policy.
Tolerance of those of Different Faiths and Beliefs
This is achieved through enhancing pupils' understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity. Assemblies, Worships and discussions involving prejudices and prejudice-based bullying have been followed and supported by learning in RE, PATHS and PSHE. Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school.
The spiritual development of pupils is shown by their:
- ability to be reflective about their own beliefs (religious or otherwise) and perspective on life
- knowledge of, and respect for, different people’s faiths, feelings and values
- sense of enjoyment and fascination in learning about themselves, others and the world around them
- use of imagination and creativity in their learning
- willingness to reflect on their experiences
The moral development of pupils is shown by their:
- ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, recognise legal boundaries and, in so doing, respect the civil and criminal law of England
- understanding of the consequences of their behaviour and actions
- interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues.
The social development of pupils is shown by their:
- use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds
- willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively
- acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.
The cultural development of pupils is shown by their:
- understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others
- understanding and appreciation of the range of different cultures in the school and further afield as an essential element of their preparation for life in modern Britain
- ability to recognise, and value, the things we share in common across
cultural, religious, ethnic and socio-economic communities - knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain
- willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities
- interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept and respect diversity. This is shown by their respect and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.
BRITISH VALUES & SMSC IN...
Wargrave Church of England Primary & Nursery School
British Values & SMSC
PROMOTING BRITISH VALUES AT WARGRAVE C OF E PRIMARY SCHOOL
The DfE have 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 have been reiterated by the Prime Minister. At Wargrave C of E Primary School these values are reinforced regularly and in the following ways:
Democracy
Democracy is widespread throughout the school. Pupils have the opportunity to have their voices heard through our School Council, Sports, Governor & Curriculum Ambassadors, Pupil voice conferences and Pupil questionnaires. Elections for School Council representatives are undertaken in each class. Children are always able to voice their opinions and we foster an environment where children are safe to disagree with each other.
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 and Worship. The school’s behaviour philosophy has at its core the principle of making the correct choices in life and the Behaviour Policy is derived from the key value of keeping to rules. Through this our 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, Fire Service, etc. are regular parts of our calendar and help reinforce this message.
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 the 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 eSafety lessons in the computing curriculum and in PSHE lessons. Whether it be through choice of challenge, of how they record, of participation in our numerous extra-curricular clubs and opportunities, pupils are given the freedom to make choices.
Mutual Respect
Part of our school ethos and behaviour policy has revolved around our Values such as ‘Respect’, and pupils are part of discussions and assemblies/Worships related to what this means and how it is shown. The school promotes respect for others and this is reiterated through our classroom and learning rules, as well as our behaviour policy.
Tolerance of those of Different Faiths and Beliefs
This is achieved through enhancing pupils' understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity. Assemblies, Worships and discussions involving prejudices and prejudice-based bullying have been followed and supported by learning in RE, PATHS and PSHE. Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school.
The spiritual development of pupils is shown by their:
- ability to be reflective about their own beliefs (religious or otherwise) and perspective on life
- knowledge of, and respect for, different people’s faiths, feelings and values
- sense of enjoyment and fascination in learning about themselves, others and the world around them
- use of imagination and creativity in their learning
- willingness to reflect on their experiences
The moral development of pupils is shown by their:
- ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, recognise legal boundaries and, in so doing, respect the civil and criminal law of England
- understanding of the consequences of their behaviour and actions
- interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues.
The social development of pupils is shown by their:
- use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds
- willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively
- acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.
The cultural development of pupils is shown by their:
- understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others
- understanding and appreciation of the range of different cultures in the school and further afield as an essential element of their preparation for life in modern Britain
- ability to recognise, and value, the things we share in common across
cultural, religious, ethnic and socio-economic communities - knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain
- willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities
- interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept and respect diversity. This is shown by their respect and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.