1. Promoting British Values in Church Drive Primary School

2. What does promoting British Values in Church Drive mean?

3. Guidance on promoting British values in schools was published 27th November 2014
“A key part of our plan for education is to ensure children become valuable and fully rounded members of society who treat others with respect and tolerance, regardless of background.”
“We want every school to promote the basic British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance for those of different faiths and beliefs.”
“This ensures young people understand the importance of respect and leave school fully prepared for life in modern Britain.”
DfE 2014

4. Examples of the understanding and knowledge pupils are expected to learn include:
• an understanding of how citizens can influence decision-making through the democratic process
• an understanding that the freedom to hold other faiths and beliefs is protected in law
• an acceptance that people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of prejudicial or discriminatory behaviour
• an understanding of the importance of identifying and combatting discrimination

5. & tolerate other faiths Combat discrimination
Rule of Law
Democracy
Decision Making
Accept
& tolerate other faiths
Respect and Tolerance
Combat discrimination

6. Examples of actions we have reviewed to promote British values are to :
• include British Values in suitable parts of the curriculum - as appropriate for the age of pupils - material on the strengths, advantages and disadvantages of democracy, and how democracy and the law works in Britain, in contrast to other forms of government in other countries
• ensure all pupils within the school have a voice that is listened to, and demonstrate how democracy works by actively promoting democratic processes such as a school council whose members are voted for by the pupils
• use opportunities such as general or local elections to hold mock elections to promote fundamental British values and provide pupils with the opportunity to learn how to argue and defend points of view
• consider the role of extra-curricular activity, including any run directly by pupils, in promoting fundamental British values

7. What do British Values mean to our school?

8. Teaching British Values in our curriculum ---
What do we teach?

9. Democracy
To understand and respect the
democratic process
To understand how they can
influence decision making
through a democratic process
To understand how to argue
and defend a point of view
To understand the importance
of team work

10. School Council & Learning Team whose members are voted on.
Pupil Voice
At the beginning of each topic, children are asked ‘What do I know already and what do I want to learn?’
Learning Powers (Assertive Mentoring)- Children discuss and decide how to be effective learners together / how to create a positive learning environment for one another.
Children contribute as a whole class at the beginning of the year to class rules, in addition to the school rules.
Debate (Argue and defend a point of view) – Blue sky thinking, concept mapping, Thought for the day …, Giving reasons for choices made. ‘’Why do you think that? …’’

11. Moral strand of our PSHCE curriculum:
1. Begin to exercise choice and the right to decide
2. Begin to discuss and debate topical issues in both small and larger groups
3. Begin to contribute to the life of the class & school; e.g. classroom monitors, eco - warriors
4. Become aware of and respect the different opinions of others
5. Offer simple ideas or opinions about real school issues.
6. Be confident to try new activities, initiate ideas and speak in a familiar group.
7. Consider the consequences of their words and actions for others.
P.E and school sport:
1. Team games taught for striking & fielding, net and invasion games
2. Team games and working with others developed at playtimes- linked to P.E. lessons
3. A range of extra-curricular activities

12. The rule of law
Ability to recognise the
difference between right &
wrong and apply this to their
own lives
Ability to accept responsibility
for their behaviour
To understand the
consequences of their
behaviour and actions
Ability to resolve conflicts
effectively
Understand how they can
contribute positively to the
lives of those living and working
in the locality and society more
widely
To understand that living under
the rule of law protects them
and is essential for their well-
being and safety.

13. . Assemblies focus upon the School’s Rules
. ‘Good to Be Green’ in all classrooms to manage learning behaviours
. Star of the week
. Classroom rules
. Circle time discussions
. Individual behaviour/management plans
. Restorative Justice
Reflection Time through Assertive Mentoring and 1:1 meetings throughout the year with the Class teacher.
Behaviour Policy Shared with children - 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 ‘Star of the Week’ awards.
Yearly visits to different settings and events

14. Moral strand of our PSHCE curriculum:
1. Begin to manage their feelings in a positive way
2. Understand how rules help them; e.g. School’s Rules, classroom learning rules
3. Agree and follow rules for their groups and classroom
4. Begin to respect property- personal and public
5. Begin to recognise the difference between right and wrong
6. Begin to understand behaviours which are helpful and unhelpful to make all children feel safe and happy
7. Begin to set personal goals
8. Begin to understand the roles of others in society e.g. people in our local community/people who help us.

15. Individual liberty - To understand rights & responsibilities
School’s Rules
. ‘Good to be Green’ - used in all classrooms to manage learning behaviours
. Circle time discussions
. Classroom rules
Through our school values and the SEAL PSHE program, children are taught about personal responsibility, choices, ambition and aspiration. They are encouraged to take opportunities to follow their interests in music, sport etc.
SEAL has specific units relating to individual liberty including ‘Good To Be Me !’
Children are taught how to keep themselves safe, including on-line. This is done through computing lessons, assemblies and outside organisations such as the NSPCC, as well as through the PSHE curriculum.
Children are given roles and responsibilities throughout the school, especially in Year 6, where they have to apply for a position.

16. Citizenship strand of PSHCE curriculum:
. Begin to know about different groups they belong to and the important people and roles within them.
. Begin to develop a sense of responsibility and set a personal target.
. Offer simple ideas or opinions about real school issues.
. Begin to understand the rights and responsibilities of children.
. Have a developing awareness of their own needs, views and feelings and be sensitive to the needs, views and feelings of others.
. Consider the consequences of their words and actions for others.

17. Mutual respect & tolerance of those with different faiths and belief
. Reflective about their own beliefs, religious or otherwise
that inform their interest in and respect for different people’s faiths, feelings and values
. Reflective about their own experiences
. Interest in investigating and offering reasoned views about moral and ethical issues and being able to understand and appreciate the viewpoints of others
. Use a range of social skills in different contexts, including working and socialising with pupils from different religions, ethnic and socio-economic backgrounds
. Participate in a variety of communities and social settings, cooperating well with others

18. . A range of different resources are used to support the entire curriculum to help pupils understand and welcome diversity :
. Signs around the school in other languages (classrooms and communal areas)
. School’s Rules
. ‘Good to Be Green 'used in all classrooms to manage learning behaviours
. Equality action plan-updated annually
. Children working in all curriculum areas in different groupings
. Diversity within the school personnel
. Monitoring of bullying and prejudiced based incidents by type
. Participation of community based activities; i.e. Marathon running, Dance Festival, Art Festival
. Photos of children from all ethnicities used in classroom displays
Teacher– Link School in Rwanda
Through our school’s values, SEAL scheme, PSHE and circle time 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 SEAL theme of ‘Getting on and Falling Out’ explores these issues well.
Mutual respect is also promoted through additional PSHE lessons and assemblies.

19. Moral strand of our PSHCE curriculum:
. Identify and respect similarities and differences between people including physical appearance, culture, family, religion and language
. Begin to know what bullying is, that there are different types of teasing and bullying and that bullying is hurtful and wrong – Anti-Bullying assemblies
. Learn how to respond appropriately to bullying
. Respond positively to the diversity and similarity of individuals and groups, including questioning stereotypes
. Have a positive self-image and show that they are comfortable with themselves.
. Have a developing awareness of their own needs, views and feelings and be sensitive to the needs, views and feelings of others.

20. R.E. curriculum:
Appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain
. Understand, accept, respect and celebrate diversity as shown by their tolerance and attitudes
Children, parents, staff and external visitors invited to talk about Diwali, Ramadan, Hanukah etc.
Children sharing experiences of different festivals
Opportunities in lessons to:
To understand beliefs and teachings
To understand practices and lifestyles
To understand how beliefs are conveyed
To explore family routines and customs
To reflect
To develop understanding values
To talk about similarities and differences between families, communities and traditions
Visits to different places of worship

21. French curriculum:
1. To understand the French culture
2. To know the similarities and differences between themselves and others and among families, communities and traditions
History curriculum:
1. To investigate and interpret the past
2. To build an overview of world history
Geography curriculum:
1. To map where all families live/from
2. To compare the local area with Africa
3. Link School - Rwanda

22. SEAL themes:
1 New beginnings – Values - Friendship Thoughtfulness, caring
2 Getting on and falling out – Values - Co-operation Patience, understanding
3 Going for goals - Values - Responsibility Rights, trust
4 Good to be me – values - Honesty Trust, humility
5 Relationships – Values - Respect Tolerance, understanding
6 Changes – Values - Courage Hope

23. Fundamental British Values in the Early Years
In March 2015, at the Learn Explore Debate, many questions raised about how providers should be interpreting Fundamental British Values in the Early Years and how that will be reflected by Ofsted in inspection. The fundamental British values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs are already implicitly embedded in the 2014 Early Years Foundation Stage.
Separately the Counter Terrorism and Security Act also places a duty on Early Years providers “to have due regard to the need to prevent people from being drawn into terrorism” (the Prevent duty).
At Church Drive, the following examples are based upon how the Staff
provide and interpret the requirements to deliver the fundamental
British Values in the Early Years.

24. Democracy – making decisions together
Fundamental British Values in the Early Years at Church Drive Primary School
Democracy – making decisions together
As part of the focus on self-confidence and self-awareness as cited in Personal, Social and Emotional Development:
Managers and Staff encourage children to see their role in the bigger picture, encouraging children to know their views count, value each other’s views and values and talk about their feelings, for example when they do or do not need help. When appropriate demonstrate democracy in action, for example, children sharing views on what the theme of their role play area could be with a show of hands.
Staff support decisions that children make and provide activities that involve turn—taking, sharing and collaboration. Children are given opportunities to develop enquiring minds in an atmosphere where questions are valued.

25. Fundamental British Values in the Early Years at Church Drive Primary School
Rule of Law – understanding rules matter as cited in Personal, Social and Emotional Development
As part of the focus on managing feelings and behaviour as cited in Personal, Social and Emotional Development:
Staff ensure that children understand their own and others’ behaviour and its consequences, and learn to distinguish right from wrong.
Staff collaborate with children to create the rules and codes of behaviour, for example, to agree the rules about tidying up and ensure that all children understand rules apply to everyone.

26. Individual Liberty – freedom for all
Fundamental British Values in the Early Years at Church Drive Primary School
Individual Liberty – freedom for all
As part of the focus on self-confidence & self-awareness and people & communities as cited in Personal, Social and Emotional Development and Understanding of the World:
Children develop a positive sense of themselves. Staff provide opportunities for children to develop their self-knowledge, self-esteem and increase their confidence in their own abilities, for example through allowing children to take a risk on an obstacle course, mixing colours, talking about their experiences and learning.
Staff encourage a range of experiences that allow children to explore the language of feelings and responsibility, reflect on their differences and understand we are free to have different opinions, for example one child supports Liverpool and another child supports Manchester United.

27. Mutual respect and tolerance – treat others as you want to be treated.
Fundamental British Values in the Early Years at Church Drive Primary School
Mutual respect and tolerance – treat others as you want to be treated.
As part of the focus on people & communities, managing feelings & behaviour and making relationships as cited in Personal, Social and Emotional Development and Understanding of the World:
Managers and Staff create an ethos of inclusivity and tolerance where views, faiths, cultures and races are valued and children are engaged with the wider community.
Children are encouraged to acquire a tolerance and appreciation of and respect for their ow and other cultures: know about similarities and differences between themselves and others and among families, faiths, communities, cultures and traditions and share and discuss practices, celebrations and experiences.
Staff encourage and explain the importance of tolerant behaviours such as sharing and respecting other’s opinions.
Staff promote diverse attitudes and challenge stereotypes, e.g. sharing stories that reflect and value diversity of children’s experiences and providing resources that challenge gender, cultural and racial stereotyping.

28. How is the teaching and learning of British Values measured at Church Drive Primary School?
At Church Drive we have a clear strategy for embedding British Values and how we work with pupils in an effective manner to do so. It is our aim to “raise standards on pupil welfare to improve safeguarding and standards on spiritual, moral, social and cultural development of pupils to strengthen the barriers to extremism”. A key part of our plan is to ensure our children become valuable and fully rounded members of society who treat others with respect and tolerance, regardless of background.
At Church Drive Primary School, throughout the academic year, we promote British Values in an underlying manner through:
Curriculum: material on strengths, advantages and disadvantages of democracy, comparison of democracy and laws in Britain to other Countries.
Pupil Voice: all pupils have a voice that is listened to and demonstrate how democracy works by actively promoting democratic processes such as School Council and the Learning Team, whose members are voted by the pupils.

29. How is the teaching and learning of British Values measured at Church Drive Primary School?
Opportunities: such as general and local elections to hold mock elections to promote British Fundamental Values and provide pupils with the opportunity to learn how to argue and defend points of view. Assemblies and theme days are celebrated to promote British Values.
Extra-Curricular Activity: including any run directly by pupils, in promoting fundamental British Values.
Through our teaching and learning of British Values it is our aim that we give our pupils the knowledge and understanding:
To understand how citizens can influence decision-making through democratic process.
To understand that the freedom to hold other faiths and beliefs is protected in law.
To accept that people have different faiths and beliefs to oneself and this should be accepted and tolerated.
To understand the importance of identifying and combatting discrimination.

30. How is the teaching and learning of British Values measured at Church Drive Primary School?
Autumn Term 2017
FOCUS: DEMOCRACY & RULE OF LAW
Spring Term 2018
FOCUS: INDIVIDUAL LIBERTY
Summer Term 2018
FOCUS: MUTUAL RESPECT AND TOLERANCE
Assemblies
Rights Respecting School
Pupil Roles and Responsibilities
School Council / Learning Team
Extra-Curricular Activities
Election / Discussion in KS2
Rights For Respecting Schools
Curriculum / PSHE / RE
Link with Uganda School (Global)
Champion of Change – Children in Need – Enterprise (National)
Keeping Safe Week
Creative Arts week - Culture
Curriculum
Harvest Festival in School (Global)
St. Andrew’s Day – 30th November (National)
Pupil Roles & Responsibilities
Multi-Cultural Week
World Book Day - March (Global)
Comic Relief – March (Global)
St. David’s Day – 1st March (National)
St. Patrick’s Day – 17th March
Easter Celebration Assembly
St. George's Day – 23rd April (National)
Enterprise (Career Day) – Yrs. 5 & 6 (Local)
Easter Service / Faiths (Global)
Pupil Voice Assembly
Yr6 Enterprise Week (Local)
Healthy Living Week – Summer Term 1
Our World Week – Summer Term 2

31. Teaching British Values in our curriculum

32. The Layers! Country Nation School Neighbourhood Town/City Region EU
Europe
Commonwealth
Global Community

33. AN OVERVIEW Understand the importance of respect
Learn to treat others with respect and tolerance
Promote democracy, the rule of law, individual liberty, and mutual respect and tolerance for those of different faiths and beliefs.
• citizens can influence decision-making through the democratic process
• understand the freedom to hold other faiths and beliefs is protected in law
• learn acceptance and tolerance of different faiths or beliefs to oneself
• understanding of the importance of identifying and combatting
discrimination
• strengths, advantages and disadvantages of democracy,
how democracy and the law works in Britain, in contrast to other forms of government in other countries
• actively promote democratic processes such as a school council
• learn about general or local elections and hold mock elections
learn how to argue and defend points of view
• extra-curricular activity run directly by pupils to promote British values

34. Church Drive Primary School – British Values 2017-2018
By Joanna Jones