A Statement On Fundamental British Values

At Selling CE School we aim to create a happy, secure and Christian learning environment for all members of our school community. We believe that our Christian identity plays an important role in upholding British Values within our school community. As our school is built on the values of the Christian faith, British Values are an intrinsic part of our ethos and school culture.

The Government defines British Values as:

• Democracy
• The rule of law
• Individual liberty
• Mutual respect
• Tolerance for those of different faiths and beliefs.

British Values are promoted in so much of what we do - during our daily acts of Collective Worship, through the teaching of Personal, Social, Health and Emotional (PSHE), and Religious Education (RE) and through the delivery of a broad and balanced curriculum.  We value and celebrate the heritages of everybody at our school.  Alongside this, we value and celebrate being part of Britain. In general terms, this means that we celebrate traditions, such as customs in the course of the year; for example, Harvest Festival during the Autumn term.  We also value and celebrate national events, such as World Book day, Comic Relief, Children in Need, Jubilee celebrations, Olympics and so on.

At Selling CE Primary School, British values are reinforced regularly and in the following ways:

Democracy

Children are offered choices and have many opportunities to make decisions from the earliest age. Throughout our school, their views are actively sought both in formal ways, for example through surveys, and more informally through a continual dialogue about their learning. School Council sessions and reflection times in class provide a forum for democratic discussion and responsible group action. Through example and through their curriculum studies, children learn that good governance is about service, not the exercise of power. They also develop a sense of pride in who they are, and how they can contribute to the common good of the nation.

The Rule of Law

Our school is an orderly community which is regulated by consent. Children help to create class and school rules and develop a strong sense of fairness, justice and commitment to the common good. Expectations are clear, and there are effective procedures for tackling behaviour and attitudes which are contrary to the school’s moral code. Children are helped to distinguish right from wrong, and to understand the importance of honesty, compassion, forgiveness and reparation.

Individual Liberty

Each child is cherished as an individual, with equality before God. There is strong support for children in developing their self-knowledge, self-esteem and self-confidence. Drama, role-play and philosophy discussions are used to encourage children to articulate and develop their own framework of opinions, beliefs and understandings. Originality and creativity are encouraged, both in class and through a variety of school and out-of-school events. There are effective procedures for ensuring inclusiveness and combating bullying.

Mutual Respect and Tolerance

As our school is largely monocultural, particular care is taken to ensure that children learn about the multicultural and multi-ethnic make-up of modern Britain. Opportunities are sought to celebrate diversity, for example through literature, through images in our school environment, or through visits and visitors. Children learn about other religions, cultures and lifestyles in a spirit of enquiry, and gain a sense of understanding of viewpoints and perspectives which are different from their own. Mutual respect and tolerance are recurring themes in assemblies.

Democracy:

Democracy is important at our school. Pupils have the opportunity to have their voices heard through our active School Council and through annual pupil questionnaires.  The elections of School Council Members are based solely on pupil votes.  Staff model the democratic process on a daily basis by inviting questions and sharing views through discussion. Our children are taught explicitly to verbalise their thinking, to consider the greater good and be aware of the needs of others.

Children have an annual questionnaire with which they are able to put forward their views about the school. During Child Initiated learning in Key Stage 1, all children are developing their decision making skills and learning to make informed choices and take responsibility for them.

The Rule of Law:

The importance of laws and rules, whether they are those that govern the class, the school or the country, are consistently reinforced every day.  Children are involved in drawing up individual class rules each year. If children are given warnings they are helped to identify which aspect of the rules they have broken to ensure that this connection is made and understood.  They are also given an opportunity to reflect upon their behaviour and are always encouraged to make amends through restorative justice.  Head teacher’s certificates, and raffle tickets are designed to reward children for exemplary behaviour and living their life by the chosen set of rules.  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, fire service, lifeguards etc. are regular parts of our calendar and help reinforce this message.

Individual Liberty: 

Pupils are actively encouraged to make choices at our school, knowing that they are in a safe and supportive environment. As a school we provide boundaries for our children to make choices safely, through the provision of a safe environment and planned curriculum. 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, PSHE, and RE lessons.  Pupils are given the freedom to make choices, e.g. signing up for extra-curricular clubs, choose the level of challenge in some lessons and are becoming increasingly more involved in child–led learning. As a school we do not shy away from routines that may be challenging instead we enable and train our children to make informed personal choices.

Mutual Respect:

Part of our school ethos and behaviour policy are based around core Christian values such as ‘respect’ and ‘co-operation’ and these values determine how we live as a school community.  Collective worship is based on Christian Values and is central to how we expect everyone to go about their daily life at our school. Children and adults alike, including visitors, are rewarded for displaying positive values and behaviours and are challenged if not. Displays around the school promote respect for others and this is reiterated through our class rules, daily prayers and our behaviour policy. We regularly discuss current affairs with the children enabling them to make sense of the world they are in.

Tolerance of Those of Different Faiths and Beliefs:

Whilst we are a Christian School, we offer a culturally rich and diverse curriculum in which major religions are studied and respected.   We believe that tolerance is gained through knowledge and understanding.  We are proud to promote and celebrate different backgrounds and beliefs and mutual respect is at the heart of our ethos.  Our children are taught that it is imperative and expected that respect is shown to everyone, whatever differences we may have, and to everything, whether it is a school resource or a religious belief.  Children learn that their behaviour choices have an effect on their own rights and those of others.  We aim to enhance pupils’ understanding of their place in a culturally diverse society by giving them opportunities to experience such diversity in our local community. Discussions involving prejudices and prejudice-based bullying are 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.

Other lessons where we might develop awareness and appreciation of other cultures are in English through fiction and in art by considering culture from other parts of the world. 

If you would like to read more about the reasoning behind the recent focus by the Government/Ofsted on British values please see the link below:

http://www.gov.uk/government/news/guidance-on-promoting-british-values-in-schools-published