British Values
Our Values Statement
We promote ‘British Values’ through our spiritual, moral, social and cultural education which is delivered through the school’s curriculum, supporting the development of the ‘whole child’. That development is most successful when those values and attitudes are promoted by all the staff and provide a behaviour model for pupils.
Being part of Britain
As a school, we value and celebrate the diverse heritages of all. We value and celebrate being part of Britain, celebrating traditions and customs through the year, for example, Harvest Festival and Remembrance Day during the autumn term.
Children learn about being part of Britain from different perspectives and through the curriculum.
Geographically, they study our rivers, coasts and a seaside location, ensuring that children have a better understanding of what Britain is. They also learn where Britain is in relation to the rest of Europe and other countries in the world.
Historically, they study key moments in British history in topics such as ‘London’ (which includes a visit to the capital city to discuss its historical development and importance in the world); Victorian times; World Wars; significant historical figures.
‘British Values’ have been identified as:
Democracy:
The ability to communicate is the most important area of learning. Pupils are given a ‘voice’ to communicate. This can be through talking and discussion using words, objects, photographs, videos etc. Our pupils are given opportunities to make choices about what they believe to be important. By valuing their ‘voices’ and by listening and responding to them, we support democracy and liberty.
An obvious example is our School Council. The election of the School Council members reflects our British electoral system and demonstrates democracy in action: candidates and pupils consider characteristics important for an elected representative; pupils vote in secret using ballot boxes etc. Usually made up of two representatives from each class, the School Council meets regularly to discuss issues raised by the different classes. The Council has its own budget, and is able to effect change within the school. The Council runs a small business enterprise in school, selling stationery to pupils.
Pupils are always listened to by adults and are taught to listen carefully and with concern to each other, respecting the right of every individual to have their opinions and voices heard. We encourage pupils to take ownership of not only their school but also of their own learning and progress. This encourages a sense of personal and social responsibility.
Parents’ opinions are welcomed through methods such as questionnaires, parents evenings, governor surgeries, and discussion on a daily basis with staff.
Rule of Law:
We involve pupils in setting our behaviour codes and rules. This helps pupils to make decisions and choices that work for the whole school community and in a wider society.
Pupils are encouraged to learn to manage their behaviour and take responsibility for their actions. Staff show commitment to providing a consistent environment within the school and beyond. We help pupils to understand the links between actions and consequences. This enables pupils to feel safe and secure, which helps to promote the best conditions for learning to take place.
The importance of rules and laws, whether they be those that govern our school or our country, are referred to and reinforced often, such as in assemblies and when reflecting on behaviour choices. At the start of the school year, each class discusses the school rules and class routines.
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. These values are reinforced in different ways, such as visits from authorities such as the police and fire service; during Religious Education, when rules for particular faiths are thought about; during other school subjects, where there is respect and appreciation for different rules.
Individual Liberty:
Pupils are encouraged to become good and valued citizens. We do this by supporting each pupil to become as independent as possible. We demonstrate that everyone has rights, which includes the right to say ‘No’ to ideas or activities that they do not want to take part in. Some pupils will be able to take responsibility for particular roles and to understand that comes with a level of responsibility. We support others by participating in charitable events such as, Red Nose Day/Comic Relief, Children in Need and Christmas Jumper Day. They are encouraged to suggest other charities which they would like to support, and classes have selected their own charities such as ‘Under the Mango Tree’ and Cancer Research to raise money for.
Alongside rules and laws, we promote freedom of choice and the right to respectfully express views and beliefs. Through the provision of a safe, supportive environment, we provide boundaries for our pupils to make choices safely, for example, in choices about what learning challenge or activity they take part in; choices about how they record their learning; choices around the participation in extra-curricular activities.
Our pupils are encouraged to know, understand and exercise their rights and personal freedoms and are taught how to exercise these safely, such as in our PSCHE lessons.
Mutual Respect:
We promote each pupil’s inclusion, in all activities, settings and locations. Foundation Stage children have opportunities to integrate with the children in the main school, and are supported by older children, who act as ‘buddies’.
Pupils throughout the school take part in events in the community to meet with a range of people in a variety of situations which include: sports events, community events and shared participation with other schools. This helps to create a feeling of community cohesion.
Our central aim for children to be ‘the best they can be’, drives us towards ensuring that our pupils are able to live and work alongside people from all backgrounds and cultures, while making their best efforts to achieve in a whole range of areas.
Through Religious Education, PSCHE and other lessons, we develop an awareness and appreciation of other cultures, in English, through fiction and in art and music by considering cultures from other parts of the world. We celebrate cultural differences through assemblies and displays.
Tolerance of different faiths and beliefs:
Duddon St. Peter’s is part of a Christian community, in which each person is respected and valued equally without regard to ability, gender, faith, heritage or race.
Cultural appreciation and development is an integral part of the curriculum. Emphasis is placed on providing participation in events and celebrations to broaden all pupils’ experiences and awareness of others. (for example, in Collective Worship, we discuss the celebrations of other faiths, such as Diwali, Eid etc.) Our Collective Acts of Worship help all pupils to find out about themselves and others, linking their lives to the communities in which they belong. Themes cover areas such as: Christian themes and concepts, friendships, helping others and a range of world events.
Pupils are encouraged to experience British Culture through our curriculum themes. As a school, we take part in local sporting activities which helps to instil ‘fair play’ and engender a ’team spirit’.
Although some pupils may find it difficult to articulate their feelings and concerns, staff are attuned to changes in demeanour and well-being that may indicate anxiety. If they are concerned about a pupil our accepted practice links to the Child Protection Policy which entrusts a duty of care to all staff to actively protect and promote the welfare of children. Our Nurture Group supports those children who find social skills and relationships difficult, and to help them deal with out of school situations which may impact upon their lives and learning.
The staff work closely with parents, carers and other professionals to ensure that pupils are happy, well cared for and enabled to learn the skills they need to live a fulfilling life as part of their community.