Hathersage St. Michael's C of E (A) Primary School

Your new design will be uploaded in:
Please contact Delivery Team on
0113 3200 750 if you have any queries.

School Lane, Hathersage, Hope Valley, Derbyshire, S32 1BZ


01433 650434

Hathersage St. Michael's C of E (A) Primary School

Fundamental British Values and

Protected Characteristics


Rule of Law

Individual Liberty

Mutual Respect and Tolerance of Those with Different Faiths and Beliefs

British Values Statement 

In accordance with The Department for Education, we aim to actively promote British Values in school to ensure young people leave school prepared for life in modern Britain. At Hathersage St. Michael’s CE (A) Primary School we value the diversity of backgrounds of all pupils, families and wider school community.  We follow the Primary National Curriculum which takes a global approach to learning by introducing themes from the perspective of other people in other countries. Our children are encouraged to regard people of all faiths, races and cultures with respect and tolerance and understanding that while people may hold different views about what is right and wrong', all people living in England are subject to its laws. Through our Christian ethos, our Golden Values are: hope,  friendship, respect, honesty, perseverance and forgiveness. These values are built into the ethos and teaching of the school and are modelled by everyone who works at Hathersage St.Michael’s. We  teach the children about the importance of British Values, including democracy, the rule of law, individual liberty, mutual respect and tolerance.

The Department for Education states that there is a 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 Department for Education defines British Values as follows:

  • Respect for democracy and support or participation in the democratic process
  • Respect for the basis on which the law is made and applies in England
  • Support for equality of opportunity for all
  • Support and respect for the liberties of all within the law
  • Respect for and tolerance of different faiths and religious and other beliefs 


Equality Action Plan Hathersage


Our school reflects British values in all that we do.  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. 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.

All curriculum areas provide a vehicle for furthering understanding of these concepts and in particular, RE, PSHE,RSE and Collective Worships provide excellent opportunities to deepen and develop understanding.



At Hathersage St. Michael’s, we actively promote British Values in the following ways:


  • All children are given a 'voice'  with which to communicate. They 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.  Children also have the opportunity to have their voices heard through voting, pupil questionnaires and pupil surveys.
  • The principle of democracy is explored in the curriculum as well as during assemblies and special days.  Members of the School Council run a democratic system and pupils learn about justice in the Houses of Parliament and practise debating.  
  • Our school behaviour policy involves rewards and sanctions which the pupils have discussed and agreed.
  • Hathersage St. Michael’s pupils have had active involvement in the selection processes of new staff, voting for winning designs, playtime equipment, learning resources, advertising posters and suggesting recipients for our Citizenship Awards which go to those who model our Golden Values.

Rule of Law

  • Our school follows ‘Golden Values’, which are integral to our learning and ethos every day.
  • Pupils are involved in setting our behaviour codes and and for taking responsibility for their own actions. School rules and expectations are clear, fair and regularly promoted.
  • Pupils are always helped to distinguish right from wrong, in the classroom, during Collective Worship and assemblies and on the playground.
  • Pupils are encouraged to respect the law and Hathersage St, Michael’s enjoys visits from authorities such as the Police, Fire Service, Ambulance, etc. to help reinforce this message
  • The Behaviour and Anti-Bullying policies set out a zero tolerance baseline for any form of aggression, abuse or violence, which extends to pupils, staff and parents and carers.
  • This type of environment enables pupils to feel safe and secure and provides a positive learning environment.

Individual Liberty

  • Within school, pupils are actively encouraged and given the freedom to make choices, knowing that they are in a safe and supportive environment. E.g. by signing up for extra-curricular clubs.
  • Pupils are supported to develop their self-knowledge, self-esteem and self-confidence.
  • Pupils are encouraged to take responsibility for their behaviour and our pastoral support reinforces the importance of making the right choices.
  • Pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely, for example through our e-safety teaching, Ivengers programme and PSHE lessons. They know they have the right to say 'No' when appropriate.
  • Vulnerable pupils are protected and stereotypes challenged.  A strong anti-bullying culture is embedded in the school and any form of bullying is challenged and addressed.  The school also operates a robust system of logging incidents.
  • Pupils have key roles and responsibilities in school e.g. Year 5/6 Helping Work Monitors, House Captains, Collective Worship Monitors, Buddies, etc.

Mutual Respect and Tolerance of Those with Different Faiths and Beliefs

  • We promote each pupil's inclusion. Every member of our school family is valued and we treasure everyone's uniqueness.
  • Respect is one of the Golden Values of our school. The pupils know and understand that it is expected that respect is shown to everyone, adults and children regardless.
  • Pupils are helped to acquire an understanding of, and respect for, their own and other cultures and ways of life.
  • Staff and pupils are encouraged to challenge prejudicial or discriminatory behaviour.
  • Links and visits are promoted with local faith communities and places of worship. E.g. Members of different faiths or religions are invited to school to share their knowledge and enhance learning within assemblies and in class.
  • Through the PSHE, RSE and RE curriculums pupils are encouraged to discuss and respect differences between people, such as differences of faith, ethnicity, disability, gender or sexuality and differences of family situations.
  • Assemblies and discussions involving prejudices and prejudiced-based bullying have been followed and supported by learning in RE and PSHE & RSE.
  • We offer a culturally rich and diverse curriculum in which all major religions are studied and respected and global dimension work embedded in many of our themes.  These curriculum topics offer children the chance to reflect on our core values and British Values.

Fundamental British Values in the Early Years

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 Early Years Foundation Stage.

The following examples demonstrate what the fundamental British Values mean in practice within the Early Years at Hathersage St. Michael’s.

Democracy: making decisions together

  • Children are encouraged to know their opinions count, value each other’s views and values and talk about their feelings, for example when they do or do not need help.
  • Staff support the 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.

Rule of law: understanding rules matter

  • Staff ensure that children understand their own and others’ behaviour and its consequences, and learn to distinguish right from wrong. This is deeply embedded within the Early Years behaviour management policy.
  • Where appropriate, 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.

Individual liberty: freedom for all

  • A challenging outdoor learning environment has been designed to allow children to take risks, and to manage risks with support from adults. Staff provide opportunities for children to develop their self-knowledge, self-esteem and increase their confidence in their own abilities. This in turn helps children to develop a positive sense of themselves.
  • 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 children discuss likes and dislikes or have the opportunity to talk about things of interest to them.

Mutual respect and tolerance: treat others as you want to be treated

  • Staff create an ethos of inclusivity and tolerance where views, faiths, cultures and races are valued and children are engaged with the wider community, for example through involvement in community events, projects and visits.
  • Children acquire a tolerance and appreciation of and respect for their own and other cultures; families, faiths, communities and traditions and share and discuss practices, celebrations and experiences.
  • Staff encourage and explain the importance of tolerant behaviours such as acknowledging the feelings of other’s and sharing and respecting opinions.
  • Staff promote diverse attitudes and challenge stereotypes, for example, sharing stories that reflect and value the diversity of children’s experiences and providing resources and activities that challenge gender, cultural and racial stereotyping.


Children grow in self-esteem, understand others, learn how to be a friend and to be a vital part of the whole school community.

At the end of KS2, pupils have been nurtured in the development of the whole child. Children have an understanding of democratic society, can voice their opinions with confidence, understand right from wrong and have mutual respect for all.

Every child  develops their full potential morally, spiritually, culturally, intellectually and physically, and in doing so grows into a rounded individual capable of making a positive contribution to society and the environment in which they are to live.

Promoting the Protected Characteristics 

We work to ensure that our children understand that:

There are no outsiders, we are all part of our school family.

Everyone is unique and different, we cannot visit the shops to buy another one.

We celebrate our differences.

We are all equal in our differences.


The Equality Act became law in 2010. It covers everyone in Britain and protects people from discrimination, harassment and victimisation. Everyone in Britain is protected. This is because the Equality Act protects people against discrimination because of the protected characteristics that we all have. Under the Equality Act, there are nine Protected Characteristics:

  1. Age
  2. Disability
  3. Gender reassignment
  4. Race
  5. Religion or belief
  6. Marriage or civil partnership
  7. Sex
  8. Sexual orientation
  9. Pregnancy and maternity

We actively promote these in our school curriculum and work to embed them into our ethos.

Under the Equality Act you are protected from discrimination:

  • When you are in the workplace
  • When you use public services like healthcare (for example, visiting your doctor or local hospital) or education (for example, at your school or college)
  • When you use businesses and other organisations that provide services and goods (like shops, restaurants, and cinemas)
  • When you use transport
  • When you join a club or association (for example, your local rugby club)
  • When you have contact with public bodies like your local council or government departments

 Protected Characteristics Poster