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British Values

Promoting British  Values at Bitterne Manor Primary

 

The DfE have recently 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 this year.  At Bitterne Manor Primary these values are reinforced regularly and in the following ways:

 

‘Democracy’:

Democracy is a feature of school life. Pupils have the opportunity to have their voices heard through our pupil Council (Lead Learners) and pupil questionnaires. The elections of House Captains are based solely on pupil votes. Our school behaviour policy involves rewards which the pupils vote on as a class group.

  • Election of lead learners
  • Election of house captains
  • Mock elections during the general elections
  • School and class assemblies
  • Kind Kevin Award and Pupil Praise board.
  • Discussion of the Scottish referendum
  • Visits to the Mayor chambers
  • Choosing class names
  • Gunging
  • Through history – e.g. crime and punishment in Saxon times, Greeks, Mayans etc

 

‘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. 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 are regular parts of our calendar and help reinforce this message.

  • Behaviour policy and ‘code of conduct’
  • E-safety rules
  • PCSOs & Fire service visits
  • Road safety and scooter training
  • Cycling proficiency
  • PSHE – taught about rules
  • Class charters

 

‘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 them to make choices safety, through the provision of a safe environment and empowering education.  Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advise how to exercise these safely, for example through our E-Safety and 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.

  • RE – topic of choices
  • Extra-curricular clubs
  • Governor awards system
  • Curriculum – empowerment
  • E-safety and PSHE
  • Learning values promote independence and resilience
  • SEAL – rights and responsibilities, class charters
  • Anti-bullying week

 

‘Mutual Respect’:

Part of our school ethos and behaviour policy has revolved around ‘Learning to be the best we can’ and pupils have been part of discussions and assemblies related to what this means and how it is shown. Posters around the school promote respect for others and this is reiterated through our classroom and learning values, as well as our behaviour policy.

  • Learning values – Hands, Heart and Heads.
  • Behaviour policy – code of conduct
  • Class charters
  • Respect taught and modelled through all subjects
  • Respecting opinions of others
  • Discussions through the curriculum held in a respectful and courteous manner
  • Shown through our classroom displays
  • Through RE – all faiths including atheism
  • Assemblies – maypole dancing, St Georges day
  • World cup – coming in national dress and football kits
  • Praise board for pupils and adults

 

‘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 and discussions involving prejudices and prejudice-based bullying have been followed and supported by learning in RE and PSHE. Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school.

  • Through the RE syllabus
  • Visitors to school from different faiths and communities
  • Visits to Church and mosque
  • Anti-bullying week
  • Curriculum topics: Year R celebrate foreign countries, Around the World topic in Year 1, study of contrasting localities in the UK and the world.
  • Inclusion of EAL pupils
  • Supporting charities which aid children from other cultures
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