SMSC & Modern 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. This is not something new at Woodlesford Primary School. British values are promoted in so much of what we do, not least during our school assemblies, Religious Education, Circle Time and Personal, Social Health Education sessions. The values are integral to our long-standing inclusive ethos which complements British values.
As well as actively promoting British values, the opposite also applies: we would actively challenge pupils, staff or parents expressing opinions contrary to fundamental British values, including ‘extremist’ views.
Woodlesford Primary School is committed to serving its community and fully understands its context. 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. Woodlesford 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 pupils.
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British Value |
At Woodlesford |
Evidence |
Intended outcomes |
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The mutual respect and tolerance of different faiths and beliefs. |
Respect is a fundamental part of our school and is one of our 6 core values. It is discussed explicitly during PSHE lessons and assemblies and implicitly during our interactions with the children and each other. Children learn about different faiths through the RE curriculum. Stories from different religions and cultures are shared regularly in class and during assemblies. Children as experts talk about their own faith and religious festivals from a range of faiths are celebrated. |
· Assembly timetable · RE and PSHE planning · Religious celebrations timetable. · Displays |
Children can articulate what respect is and how they show it. Mutual respect is evident throughout school. Children can talk about their own beliefs and practices and can compare and contrast with those of others. |
|
Democracy |
Children at Woodlesford have direct experience of democracy in action through School Council elections each year. They also have the opportunity to take on other roles throughout school such as School Food Ambassadors and Reading Ambassadors. The voice of our children is heard through the My Health, My School survey, conducted annually. We believe Pupil Voice is important and ensure their voice is heard and acted upon. |
· Assembly timetable. · School Council minutes |
Children have clear understanding of fairness and are assertive when ensuring this. They use class and school council to make changes and benefit themselves and others. They feel their voice is important and heard. |
|
The Rule of Law |
The curriculum includes learning about the Law. Opportunities to develop positive relationships with local police are exploited from an early age through school visits. School rules are clear and applied consistently through the Woodlesford Rules. Children are given the opportunity to contribute to class rules. |
· Assembly timetable. · Planned visits from the local Police. · Class rules. |
Children understand the importance of school rules, feel they are fair and necessary and follow them. Children can explain why we need rules in Society. |
|
Individual Liberty |
Children learn about the ‘UN Rights of the child’, considering the lives of children around the world. They are encouraged to act to make positive change so more children can achieve those rights. Concepts of rights and responsibilities are part of everyday discussion with children |
· Assembly timetable · Cross Curricular work |
Children know about rights and the implications for children who do not have them. They are clear about the links between rights and responsibilities. |
We grow together, we learn together, we achieve together.