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British Values at BCPA

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What are British Values?

In 2014 the Government published a document that emphasised the importance of teaching fundamental British Values in schools and they asked schools to explain how they promote them.

There are certain values that have been attributed by the Government and some institutions, to being British, and these fall into the following broad areas:

  • Democracy
  • The Rule of Law
  • Individual Liberty
  • Tolerance & Respect

How do we promote 'British Values' at our school?

British Values have always been promoted at our school, through assemblies, Religious Education, topic work, our curriculum and PHSE sessions.

In 2016, we dedicated our annual Art & Curriculum Evening to the promotion of 'British Values'. All of our artwork on display had this as a common theme alongside the classroom activities. The evening was open to our school community as well as the wider community in our village.

We also used the Spring Term 2016 as an opportunity for every class to create a display for our corridors to show how they have been considering 'British Values' in their class.

We seek to promote British Values in our policies and practice here at our school. Our activities and the way we manage learning and behaviour, clearly reflect British Values. We promote these values in the following ways:

Democracy

  • There are many opportunities for all members of our school community to have their voices heard.
  • We provide pupils with a broad general knowledge of, and promote respect for, public institutions and services by discussing these whenever appropriate in curriculum work.
  • We teach our pupils how they can influence decision-making through the democratic process. The children have the opportunity to become members of the School Council through an election process. The School Council meet on a regular basis and members can bring issues for discussion that have been raised by their class peers.
  • We encourage pupils to become involved in decision-making processes and ensure that they are listened to in school. This works through the School Council and also the annual 'Pupil Questionnaire' which allows children to express opinions about their school. These views are analysed by the School Council who then decide what actions,  if any, they want to take to improve the school.
  • We help pupils to express their views e.g. through English lessons and opportunities to present work and opinions.
  • In school we model how perceived injustice can be peacefully challenged e.g. through our interactions with pupils and the school's behaviour system. When necessary, we also discuss scenarios in assemblies and class PHSE work.
  • We have always actively encouraged our parents to share their views with us. We operate an open door policy where parents can have easy access to office staff, class teachers and members of the Leadership Team.
  • We have a Parent Forum which meets each term and provides parents with a slightly more formal way of giving feedback to the school about a range of issues. each year group is represented on the forum.
  • Our Governing Body has a number of Parent Governors on it.
  • Our staff team meets every week after school to discuss all aspects of school life. This meeting provides a perfect opportunity for feedback to the Leadership Team.

The Rule of Law

  • The importance of laws, whether they be those that govern the class, the school or the country, is consistently reinforced throughout regular school days, as well as when dealing with behaviour.
  • 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. We have visits from local Police officers and also the Fire service to reinforce their understanding.
  • We ensure that school rules and expectations are clear and fair. The class rules, agreed with the children at the start of each year, are an example of this. The children spend time talking about what the rules should be, why they need to have certain rules and also understanding the implications of breaking the rules.
  • We help pupils to distinguish right from wrong e.g. during everyday interactions and discussions of stories, fables and other literary materials.
  • During Religious Education the children learn about other faith and belief systems and consider the rules that govern those. Other school subjects provide opportunities for children to appreciate and understand the importance of rules - in a PE lesson for example.

Individual Liberty

  • Within school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. We promote freedom of choice and the right to respectfully express views and beliefs.
  • Pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised to exercise these safely, for example through our Anti-Bullying, E-safety and PSHE lessons.
  • The children in Y3 visit Skillzone each year where they spend the day learning about personal safety. This includes making sensible choices and keeping safe in a variety of situations.
  • We support pupils to develop their self-knowledge, self-esteem and self-confidence through all areas of teaching and learning in school.
  • We challenge stereotypes in school e.g. through PHSE work and assemblies.
  • Children are encouraged to take responsibility for their behaviour, as well as knowing their rights.
  • We implement a strong anti-bullying culture as enshrined in our policies and procedures.

Respect & Tolerance

  • We aim to develop an understanding in every pupil of respect for a wide range of religious values, languages and cultural traditions and different ways of life.
  • Our pupils understand that it is expected that respect is shown to everyone, irrespective of whatever differences they may have. Children learn that their behaviour choices have an effect on their own rights and those of others.
  • We will always challenge prejudicial or discriminatory behaviour e.g. through discussions as well as our approach to behaviour in school.
  • We 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.
  • We hold numerous fund-raising events throughout the year to support a variety of charities that have touched some of our children and their families. This raises awareness of the charity, its work and the people it supports, among the children. 
  • The curriculum is used to maximum effect to enhance pupil's understanding and respect for their own, and other, faiths and beliefs e.g through RE/PHSE we develop an understanding of other cultures; through specific topics; through visits from members of different faiths; through celebration of the festivals and religious days  of other religions such as Diwali, Chinese New Year, Easter, Christmas and Harvest Festival.

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