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British Values Statement

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The Promotion of British Values at Barling Magna Primary Academy

What are British values?

The document “Promoting fundamental British values as part of SMSC in schools” says “schools should promote the fundamental British values of democracy, the rule of law, individual liberty, and the mutual respect and tolerance of those with different faiths and beliefs”.

At Barling Magna primary Academy, the importance of SMSC education in developing well-rounded citizens who contribute to society and improve their communities has always been recognised and promoted as integral to membership of the school. Fundamental British values have always been at the heart of what we do, although in the past they may not have been explicitly labelled as such. When the term ‘British Value’s is used it is important to underline that this embraces the fact that we are a nation with a proud history of people of many different ethnic backgrounds, religious beliefs and secular values all living together in a plural society. Our school models this wider picture of inclusivity, freedom and equality, so our underpinning values are British to the core.

The five British Values are:

• Democracy

• The rule of law

• Individual liberty

• Mutual respect

• Tolerance of those of different faiths and beliefs

We ensure that the fundamental British Values are introduced, discussed and lived out through the ethos and work of the school. All curriculum areas provide a vehicle for furthering understanding of these concepts and, in particular, RE, PSHE and Assemblies provide opportunities to deepen and develop understanding. We encourage our children to be creative, unique, open-minded and independent individuals, respectful of themselves and of others in our school, our local community and the wider world. We aim to nurture our children on their journey through life so they can grow into safe, caring, democratic, responsible and tolerant adults who make a positive difference to British Society and to the world.

 

Value

How We Promote It

Impact

Democracy

  • We have Houses and elected Talk 4 Change leaders. This is used as an opportunity to promote and teach about democracy and electoral process.
  • All children have a fair say through weekly House/talk 4 Change meetings.
  • The children devise their own class rules.
  • Children take part in pupil interviews with subject leaders and give their views about school and their learning.
  • We encourage volunteerism in our school. This includes things like Play Activity Leaders and monitors.
  • Democracy is promoted through PSHE lessons and assemblies.
  • Children have the opportunity to work co-operatively in pairs and groups, as well as in whole class situations.
  • Weekly Talk 4 Change Assemblies - All children are encouraged to debate topics of interest, express their views and make a meaningful contribution to the running of the school on matters that directly involve pupils.
  • The Headteacher reviews the results of the issues debated in Talk 4 Change classes alongside the senior leadership team and the Talk 4 Change leaders. She also reports to Trustees about the results of these assemblies.
  • Our school behaviour policy involves rewards which the pupils have discussed.
  • The principle of democracy is explored in the History and RE curriculum as well as in assemblies.
  • Children are able to work co-operatively in pairs and groups, as well as in whole class situations.
  • They understand about turn taking and respecting the views of others.
  • The children work collaboratively in order to achieve a common goal.
  • The children know that their opinions are valued.
  • The children feel a sense of responsibility.
  • The children understand the importance of having their say and understand that everyone has the right to their opinion.
  • The children understand that everyone is different and enjoys different things.

Rule of Law

  • We have high expectations about pupil conduct and this is reflected in our Behaviour Policy. There are rewards for exhibiting good and caring behaviour and consistent demonstration of our values is recognised through such things as Celebration Assembly, lunch time awards, head teacher awards, student of the week and Friendship Week.
  • The school rules are reintroduced each September; rewards and sanctions are clearly understood.
  • Through our school assemblies, circle time and PSHE lessons children are taught how to earn trust and respect and are supported to develop a strong sense of morality; knowing right from wrong and doing the right thing even when it is difficult
  • The children learn how to keep themselves safe in different situations including the use of the internet (e-safety), road safety, stranger danger, medicines and in curriculum subject areas
  • Rule of Law is promoted through PSHE lessons and assemblies.
  • The importance of laws and rules, whether they are those that govern the class, the school or the country, are consistently reinforced throughout regular school days. Our system for behaviour is aligned to an agreed code.
  • We have ‘Golden Rules’, which are deeply embedded in our work every day. Rules and expectations are clear, fair and regularly promoted. Each class also discusses and sets its own rules that are clearly understood by all and seen to be necessary to ensure that every class member is able to learn in a safe and ordered environment.
  • Pupils are helped to distinguish right from wrong.
  • Pupils are helped to respect the law. They 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.
  • Pupils are helped to understand that living under the rule of law protects individuals.
  • Visits from authorities such as the Police; Fire Service; Ambulance etc. are regular parts of our calendar and help reinforce this message.
  • The Behaviour and Anti-Bullying policies encourage the restorative justice process to resolve conflict.
  • The school has zero-tolerance for any form of aggression, abuse or violence, which extends to pupils, staff and parents/carers.
  • We are committed to praising children’s efforts. Children are rewarded not only for achievement in curriculum areas, but also for behaviour. Rewards are given in the form of stickers, credits and certificates. Children’s achievements are also recognised during weekly Celebration Assemblies.
  • The children are kind and caring towards each other.
  • They understand what makes a good friend and how to resolve conflicts.
  • The children understand and can explain what the school rules mean and the importance of following them.
  • They are also aware of what is expected of them and the consequences when they do wrong.
  • They distinguish between right and wrong.
  • The children know how to keep themselves safe and who they can talk to if they feel unsafe.

Individual Liberty

  • Through our school values and the PSHE program, children are taught about personal responsibility, choices, ambition and aspiration.
  • They are encouraged to take opportunities to follow their interests in the arts, music and sport. The school offers a wide range of after school clubs to promote this.
  • The children are strongly encouraged to develop independence in learning and thinking for themselves.
  • They make choices within their learning e.g when a new topic is introduced.
  • The Talk 4 Change Leaders and their Houses make choices (e.g. lunch menus, class names, etc.).
  • Weekly metacognition lessons promote being a responsible learner and challenging themselves.
  • Achievements celebrated through assemblies, in class and via newsletters.
  • Within school, pupils are actively encouraged, and given the freedom to make choices, knowing that they are in a safe and supportive environment. For example, by signing up for extra-curricular clubs, choosing the level of challenge in some lessons and becoming increasingly more involved in child-led learning. A further example is where foundation stage children have the opportunity to choose their extended learning through adult guided child initiated play.
  • As a school we educate and provide boundaries for our pupils to make choices safely, through the provision of a safe environment, a planned curriculum and an empowering education.
  • Pupils are supported to develop their self-knowledge, self-esteem and self-confidence.
  • Pupils are encouraged to take responsibility for their behaviour, for example through e-safety.
  • Pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely, e.g. through e-safety teaching and PSHE lessons.
  • Freedom of speech is modelled through encouraging pupil participation.
  • Vulnerable pupils are protected and stereotypes challenged.
  • A strong anti-bullying culture is embedded in the school.
  • The children are able to talk about the things that they are good at and the things that they enjoy.
  • They also recognise the things that they find harder to achieve.
  • They develop self confidence in taking risks in a safe environment.
  • They have the opportunity to discuss and explore the language of feelings and respect.
  • They understand that it is fine to have differences of opinion.

Mutual Respect

  • We have high expectations about pupil conduct and this is reflected in our Behaviour Policy.
  • Through our school rules, PSHE lessons and circle times children are taught to respect each other, to be cooperative and collaborative, be supportive and to look for similarities while being understanding of differences.
  • The PSHE programme and SEAL theme of ‘Getting on and Falling Out’ explores these issues well as the children are taught to respect each other, to be cooperative and collaborative, to be supportive and to look for similarities whilst being understanding of differences.
  • Class, school, dining hall and playground rules support this.
  • Whole school assemblies teach about respecting each other.
  • Children know what respect is and how to show it.
  • Pupils are polite, friendly and welcoming and show an understanding of people’s different needs.
  • Children understand need to be respectful of each other at all times.

Tolerance of different faiths & beliefs

  • We have high expectations about pupil conduct and this is reflected in our Behaviour Policy.
  • Tolerance of different faiths and beliefs is promoted through the Essex Agreed Syllabus for Religious Education. Children learn about different religions, their beliefs, places of worship and festivals.
  • A wide range of literature is incorporated into the curriculum covering various religions, beliefs and cultures.
  • Art and music lessons are also opportunities to explore differing cultures.
  • This is also supplemented by assemblies which also mark and celebrate significant religious festivals such as Chinese New Year and Diwali.
  • We consider ourselves to be an inclusive school.
  • Staff and pupils are encouraged to challenge prejudicial or discriminatory behaviour.
  • Actively promoting our values also means challenging pupils, staff or parents expressing opinions contrary to fundamental values, including ‘extremist’ views.
  • The children are able to talk about different faiths and cultures, they ask questions and show tolerance and respect for others of different cultures, faiths and religions.
  • Our pupils are polite, friendly and welcoming and show an understanding of people’s different needs.

 

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