British Values Statement
At Hathersage St. Michael’s CE (A) Primary School we value the diversity of backgrounds of all pupils, families and wider school community. We have introduced the new Primary National Curriculum which takes a global approach to learning by introducing themes from the perspective of other people in other countries. Through our Christian ethos, our core 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 also 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
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.
At Hathersage St. Michael’s, we actively promote British values in the following ways:
- 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. Children also have the opportunity to have their voices heard through 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 new school behaviour policy involves rewards and sanctions which the pupils have discussed.
- Hathersage St. Michael’s pupils have had active involvement in the selection processes of new staff.
Rule of Law
- Our school follows ‘Golden Values’, which are integral to our learning and ethos every day.
- 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.
- 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 and PSHE lessons.
- 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 Monitors, Collective Worship Monitors, Mini Leaders, Playground Buddies, etc.
Mutual Respect and Tolerance of Those with Different Faiths and Beliefs
- Respect is one of the core values of our school. The pupils know and understand that it is expected that respect is shown to everyone, adults and children.
- 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 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.
- 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 2014 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 of 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 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 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.
At the end of KS2, pupils have been nurtured in the development of the whole child.
Children grow in self-esteem, understand others, learn how to be a friend and to be a vital part of the whole school community.
every child develops their full potential morally, spiritually, culturally, intellectually and physically, and in doing so grows in to a rounded individual capable of making a positive contribution to society and the environment in which they are to live.