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British Values

The Department for Education has introduced a statutory duty for schools to promote British Values more actively from September 2014, and to ensure they are taught in schools.

Villiers Primary School is committed to serving its community.  It recognises the multi-cultural, multi-faith and ever-changing nature of the United Kingdom.  It also understands the vital role it has in ensuring that groups or individuals within the school are not subjected to intimidation or radicalisation by those wishing to unduly, or illegally, influence them.

It 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. Villiers Primary School is dedicated to preparing pupils for their adult life beyond the formal, examined curriculum and ensuring that it promotes and reinforces British values to all its students.

The government set out its definition of British values in the 2011 Prevent Strategy.

The five key British Values are:
· Democracy
· The rule of law
· Individual liberty
· Mutual respect
· Tolerance of those of different faiths and beliefs

We use strategies within the National Curriculum and beyond to secure such outcomes for children. The examples that follow show some of the many ways Villiers Primary School seeks to instil British Values.

 

  Question Evidence Impact
Democracy How do we promote the value of Democracy in lessons and wider school life?
  • A democratically elected school council where children elect class members and vote in booths; school council minutes
  • Suggestion boxes which school council then use to formulate their proposals which they present to the Senior Leadership Team.
  • Visit to Houses of Parliment
  • Planning from British Values Week
  • Learning Walks for behaviour
  • Pupil Voice questionnaires
  • A collectively agreed school Behaviour policy
  • Children gain an understanding of how the democratic process works in the real world and how Members of Parliament are chosen
  • Children have the opportunity to promote themselves as a voice for their classmates through the school council
  • Decisions are made based on the suggestions collected from suggestion boxes which have gone on to become school policy and procedures.
  • Children respect others' views and opinions through discussions and debate
  • Children work co-operatively taking turns
  • Children feel valued by having their thoughts and feelings listened to which are then used to inform part of the school's self-evaluation and future planning
  • Pupils feel empowered that they have voted for school rules that were to be included in the new behaviour policy
The rule of law How do we promote the value of Democracy in lessons and wider school life?
  • School ‘You Choose’ behaviour policy with clear sanctions and rewards.
  • A clear code of conduct that staff, children and parents have designed together: Choose to Lead, Choose to Learn, Choose to Listen, Choose to Look after.
  • Work Hard. Be Kind motto.
  • Assemblies
  • School council meetings minutes and records
  • A House Point system that rewards good behaviour.
  • A wordle that highlights what makes successful learners which has been contributed to by whole school, staff, children and governors
  • Home/ school agreements
  • Class charters
  • Visits to schools from public services (e.g. police/fire service/cycle wardens/)
  • E Safety/Cyber bullying
  • Learning Walks for behaviour and behaviour for learning.
  • School annual visit to Houses of Parliament by the school council
  • Planning for British values week
  • Children can articulate how and why we need to behave in school and demonstrate that they understand and can abide by these rules. They are beginning to self-regulate with their behaviour and make good choices.
  • Pupils have a moral compass and the behaviour of the children is extremely good/improving
  • Incidences of serious misbehaviour are very low/ falling and incidences of low level disruption are reducing.
    Children are able to discuss the qualities that make successful learners.
  • Children understand how to debate and discuss from different points of view making suggestions collaboratively for the benefit of the wider school community.
  • Children learn how our country’s rules are made in a democratic process
  • Children have an understanding of what happens when the laws of the land are broken.
  • Children understand the importance of fire and road safety and Stranger Danger.
Individual liberty How do we promote the value of Democracy in lessons and wider school life?
  • Weekly Time tabling of Circle Time
  • Club lists
  • E-safety assembly
  • NSPCC Workshops
  • Behaviour ‘You Chose’ System
  • Pupil Voice regarding safety in school
  • Health and Behaviour Related Survey
  • Collection of suggestion boxes
  • Learning walks show children lead their own learning
  • Safeguarding Superhero Board
  • Anti-Bullying Week planning.
  • Children are able to discuss about personal responsibility, choices, ambition and aspiration
  • Children taught to exercise their personal freedoms safely online and through outside agencies e.g. NSPCC
  • Children have freedom of choice to follow their interests in art, music, sport 
  • Children understand the importance of accepting responsibility and their right to be heard in school.
  • Children demonstrate independence of thought and action.
  • High take up of extra-curricular clubs which covers a wide range of interests
  • Pupils exercise their rights to make their own personal choices and are rewarded for good choices and receive consequences for poor choices.
  • Children know that they are in a safe and supportive environment. All children know that they are free to discuss any concerns, including bullying and racial incidents and the school and grown-ups are swift to investigate.
Mutual respect How do we promote the value of Democracy in lessons and wider school life?
  • Behaviour policy
  • Assemblies
  • Learning Walks for Behaviour
  • Pastoral Manager Workshops and records
  • School Council Minutes and folders
  • Weekly Circle Time
  • Black History Week Planning
  • Remembrance Day Assembly and Class Activities
  • First language books in library
  • Culture Club Display
  • School linking/ twinning days with St Michael's Penkridge (a school with different demographics)
  • Charity Days 
  • Visit local libraries
  • Pupil voice
  • Our school ethos revolves around core values such as ‘Respect’, and pupils have been part of discussions and assemblies related to what this means and how it is shown. These ideas are reiterated through the school and classroom rules, as well as our behaviour policy.
  • Additional Pastoral manager support is given to individual children to help develop self–esteem and the concept of respect.
  • Children make choices that benefit their own life prospects and shows respect to others.
  • Children learn that their behaviour has an effect on their own rights and those of others.  
  • Children are able to respectfully discuss differences between people such as faith, ethnicity, disability, gender or sexuality and differences of family situations.
  • Children feel a sense of belonging to their local community.
  • Children are aware of the work that charities do and show willingness to become involved. E.g. through bake sales
  • House Captains remind children in their house of good core behaviour values in school and towards each other.
Tolerance of those of different faiths and beliefs

How do we promote the value of Democracy in lessons and wider school life?

  • RE Curriculum, planning and books
  • Visits to and from different faith groups/ places of worship
  • Focus weeks to learn about life and cultures of other countries e.g. Olympics, Football Word Cup
  • Discussions around prejudice and prejudice based bullying in Circle Time*
  • Assemblies which celebrate religions other than the Christian faith
  • Daily Collective Worship
  • Learning Walks for Behaviour
  • Planning from British values week and great British events such as the Royal Jubilee, Royal Weddings, Political Elections, Cultural Weeks and Remembrance.
  • Prevent/ Extremism is written into the school’s safeguarding policy
  • Staff/ governor training around Prevent
  • Children are able to articulate why respect and tolerance are important
  • Children are able to talk about the different faiths and cultures they learn about
  • Children are able to ask questions and show tolerance and respect for others of different faiths and religions.
  • Children recognise the need to live and work harmoniously in a modern multicultural British society.
  • Staff actively challenge pupils or parents expressing opinions or behaviours that are contrary to fundamental British values, including ‘extremist views’.