British Values

A key part of our plan for education is to ensure children become valuable and fully rounded members of society who treat others with respect and leave school fully prepared for life in modern Britain.

 

BRITISH VALUES

Democracy
Children are given many opportunities for their voices to be heard. Ideas are discussed within classes across the school and children are also selected/elected from each class to have regular meetings to discuss the strengths of the school and areas for improvement. These groups include our School Council, PALS, The Thomson Team and our Eco Club. The children at Bottesford Junior School have a genuine effect on change within school, such as the development of the school meal system/choices, the markings on the school playgrounds and the running of events in school. The children also use electronic surveys to find out thoughts and opinions of classmates and suggest improvements.

 

The Rule of Law
The importance of Laws, whether they be those that govern the class, the school, or the country, are reinforced through Assemblies and across the curriculum. 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 the local Police and Fire Service are planned to help reinforce this message. 

 

Individual Liberty
As a school we educate and provide boundaries for young children to actively be encouraged to make choices, knowing that they are in a safe and supportive environment. Through learning about E-safety; in PSHE and RE lessons; during maths problem solving or practical science and also extra-curricular activities (such as drama, cookery or sport), children are given the freedom to make choices safely.

 

Mutual Respect
Mutual respect is at the heart of our values. Children learn their behaviours have an effect on their own rights and those of others. All members of the school community treat each other with respect. 

 

Tolerance of those of Different Faiths and Beliefs
Our school is predominantly white British and therefore we make every effort to ensure that our children experience and understand cultural diversity. Assemblies are regularly planned to promote diversity either directly or through the inclusion of stories and celebrations from a variety of faiths and cultures. Our RE and PSHE lessons reinforce this.

At our school, we actively challenge pupils, staff or parents expressing opinions contrary to fundamental British Values, including ‘extremist’ views.

To do this our children will develop;

  • An understanding of how citizens can influence decision-making through the democratic process
  • An understanding that the freedom to hold other faiths and beliefs is protected in law
  • An acceptance that people having different faiths and beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of discriminatory behaviour
  • An understanding of the importance or identifying and combating discrimination

The table below is an indication of where we can find evidence to show that British Values are an intrinsic part of school life at Bottesford Junior School.

 

Value

Evidence

Democracy

  • School Ethos
  • School Council

 Children, parents and staff have many opportunities to ensure that their voices to be heard at our school. Democracy is central to how we operate.


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 make speeches to their classmates, pupils consider characteristics important for an elected representative, pupils vote in secret using ballot boxes etc. Made up of one representative from each class, the School Council meets regularly to discuss issues raised by the different classes as well as the school leadership team. The Council are actively involved in providing senior leaders with feedback from the minutes of the meetings. The Council also has its own budget and is able to effect change within the school; in the past, the School Council also has hosted fundraising activities and helped to provide equipment for our school grounds as selected by the children.

Another example of ‘pupil voice’ is:

•children are asked to respond to school surveys as well as make suggestions for the School Council to consider.

 

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 heightened sense of both personal and social responsibility and is demonstrated on a daily basis by our pupils.

 

Parents’ opinions are welcomed at our school through methods such as questionnaires, surveys at celebration evenings and opportunities to comment on whole school matters e.g. school meals.

The Rule of Law

  • School Ethos
  • Behaviour Policy
  • Display of class rules in each classroom,
  • PALS on the school playground
  • Curriculum links

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, principles that are clearly understood by all and seen to be necessary to ensure that every class member is able to learn in a safe and ordered environment, these rules are displayed in each class. These rules play a fundamental role in our behaviour sanctions and rewards.

 

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:

  • Planned visits from authorities such as the local police, fire service and water safety groups
  • Cycling Proficiency lessons enable children to understand the rules of the road and the potential dangers encountered should they break those rules.
  • 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

  • School Ethos
  • Behaviour policy
  • P.S.H.E policy
  • Displays of children’s activities
  • Children’s key roles and responsibilities
  • 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:

    •choices about how they can improve 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 PSHE JIGSAW lessons. We use the JIGSAW resource across the whole school which also links to assemblies.

    Collective worship is used to both explore and support the school’s values. By teaching the children how to manage and understand emotions they will be motivated and equipped to:

  • Be effective and successful learners
  • Make and sustain friendships
  • Deal with and resolve conflict evenly and fairly
  • Solve problems with others by themselves
  • Manage strong feelings such as frustration, anger or anxiety
  • Be able to promote calm and optimistic states that promote the achievement of goals
  • Recover from setbacks and persist in the face of difficulties
  • Work and play cooperatively
  • Compete fairly and win or lose with dignity and respect for all competitors
  • Recognise and stand up for their rights and the rights of others
  • Understand the value the differences and commonalities between people, respecting the rights of others to have beliefs and values different to their own.
  • To respect and value our world, and the things, both material and alive that exist within it.
  • Children in Year 5 and 6 are given key roles and responsibilities such as PALS and Sports Ambassadors.

    Through opportunities such as our extra-curricular, lunch time clubs and residential trips, pupils are given the freedom to make safe choices.

    Children at Bottesford Juniors are encouraged to make choices knowing they are in a safe and supportive environment.

 

Mutual respect

  • School Ethos
  • Behaviour policy
  • P.S.H.E policy
  • Roles and Responsibilities
  • Display of positive values around school

We have high expectations of achievement and behaviour. Children and staff are polite and kind. We believe everyone has their own special gifts and we are expected to use them.

We listen and respect each other. We teach the children that conflict will be dealt with calmly and fairly. All members of the school family are valued equally. We celebrate lunch time behaviour and taking care of our school environment through our Eco Club, School Council and Thomson Team. We celebrate each other’s achievements whether that be in or out of school through our weekly Friday Celebration Assemblies.

Teachers plan exciting, interesting, challenging and innovative lessons where everybody is expected to do their best and respect others.

When our older children are given key roles and responsibilities to work alongside younger children this helps to promote mutual respect across the age phases. E.g. Sports Ambassadors and PALS.

Tolerance for those of different faiths and beliefs

  • School Ethos
  • P.S.H.E policy
  • R.E. policy
  • Alternative faith work as part of the R.E curriculum coverage

At Bottesford Junior School we are proud to promote and celebrate our different backgrounds and beliefs. Tolerance, politeness and mutual respect are at the heart of our aims, ethos and R.E curriculum.

 

Our central aim to 'Prepare children for the future' drives us towards ensuring that our pupils are able to live and work alongside people from all backgrounds and cultures. This will be particularly necessary in a future where due to technological advances will make the 'world a smaller place.'

Our pupils know and understand that it is expected that respect is shown to everyone and to everything, whatever differences we may have. Children learn that their behaviour choices have an effect on their own rights and those of others. All members of the school community are encouraged to treat each other with respect.

 

Specific examples of how we enhance pupils’ understanding and respect for different faiths and beliefs are:

 

•Through Religious Education, PSHE and other lessons where we develop awareness and appreciation of other cultures – in English through fiction and in art and music by considering cultures from other parts of the world.

 

•Celebrating cultural differences through assemblies, themed weeks and displays.

 

Children are encouraged to share their own experiences when celebrating their own faith. Daily worship reflects and teaches the children tolerance for different faiths and beliefs. 

Activities within school support both children and adults of different or no faith, the children are taught respect and tolerance of these groups and the opinions of the groups are taken into account with all activities.

Whilst instances contrary to our values are relatively rare, each is treated seriously in line with our policies and expectations.