British Values

British Values at Low Moor C of E Primary School

The Department for Education requires schools “to create and enforce a clear and rigorous expectation 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.”

At Low Moor C of E Primary School, we are committed to promoting fundamental British values through a wide range of explicit and implicit educational activities and the articulation of, and demonstration of these values. British values are promoted through our social, moral, spiritual and cultural, (SMSC) education which permeates through our worship, curriculum, ethos, personal development, teaching and learning and our commitment to inclusion.

Our approach to promoting fundamental British values follows equal opportunities guidance which guarantees that there will be no discrimination against any individual or group, regardless of faith, ethnicity, gender, sexuality, political or financial status, or similar.

Promoting fundamental ‘British values’

We use a range of strategies within the curriculum and beyond to secure the promotion of SMSC and fundamental British values. Our dedication to the Fruits of the Spirit (kindness, patience, love, joy, gentleness, self-control, peace, goodness and faithfulness) demonstrate our commitment to promoting fundamental British values. They are both equally visible throughout our school environment and are promoted in everything we do.

There is also an expectation that all teachers seek out and develop opportunities for the effective promotion of a student’s SMSC education in lessons. The examples that follow show some of the many ways Low Moor C of E Primary School seeks to embed British values.

Democracy

• By providing children with a broad general knowledge of, and promoting respect for, public institutions and services via our links with the church and emergency services.
• Encouraging the children to become involved in the decision making processes and ensure they are listened to in school. (School council and within the classroom)
• Years 1 – 6 vote for their school councillor. The voting process is transparent and fair. Similarly, House Captains are voted for in Y6 via a fair process.
• Helping children to express their views though pupil conversations/voice during subject monitoring.
• Modelling how perceived injustice can be peacefully challenged within our PSHE curriculum.
• The Fruits of the Spirit are embedded within all aspects of our school. Children are encouraged to listen carefully to each other by showing self-control, peace and kindness.
• The opinions of parents are welcomed through an annual survey and in feedback prior to parents evening or after an end of year report has been issued.

Rule of Law

• Ensuring class rules and expectations are clear and fair in our individual class agreements.
• Helping children to distinguish right from wrong from EYFS through the Fruits of the Spirit.
• The behaviour policy and ladder of consequence is referred to during daily teaching when required and within PSHE lessons when appropriate.
• Helping children to understand that living under the rule of law protects individuals
• Longstanding links with local PCSO are upheld throughout the year
• Teaching children aspects of both civil and criminal law and discuss how this might differ from some religious laws.
• Rules of particular faiths are referenced with Religious Education lessons.

Individual Liberty

• Encouraging children to take responsibility for their behaviour, as well as knowing their rights
• Rewards and consequences in all classes through the behaviour policy and ladder of consequence.
• Modelling freedom of speech through pupil participation, while ensuring protection of vulnerable children
• Challenging stereotypes when they arise and explicitly teaching why they can be harmful
• Implementing a strong anti-bullying culture
• Children are encouraged to proudly wear their Ambassador Award badges

Respect and Tolerance

• Promoting respect for individual differences in PSHE, RE and across the wider curriculum.
• Helping children to acquire an understanding of, and respect for, their own and others’ culture and ways of life
• Challenging prejudicial or discriminatory behaviour
• Upholding our strong links with our local church.
• Discuss differences between people, such as differences of faith, ethnicity, disability, gender or sexuality and differences of family situations, such as looked-after children or young carers.
• Black History Month is celebrated and marked throughout school.
• Books from other cultures and faiths are available in classrooms and our library and are used as part of our English planning and coverage.