|Promoting British Values at St John's Primary School|
At St John's Primary School we uphold and teach pupils about British Values which are defined as:
- Rule of law
- Individual liberty
- Mutual respect and tolerance of those of different faiths and beliefs Text
The Department for Education state that there is a need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”
The government set out its definition of British values in the 2011 Prevent Strategy and these values were reiterated by the Prime Minister in 2014. At St John's Primary School these values are reinforced regularly and in the following ways;
Year R (EYFS)
|Rule of Law|
Year R (EYFS)
- Rules are reinforced – the ‘Golden Rules’ are regularly discussed.
- Children are helped to put right their mistakes – to say ‘sorry’ etc.
- Children are rewarded for following the rules.
- Behaviour systems are used such as cloud, sun and rainbow to reinforce the class and school rules.
- Children are rewarded – stickers (for individuals) and marbles (for the whole class) for following the rules consistently.
- Table points are awarded daily and a ‘table of the week’ prize given each week.
- We write classroom rules together at the start of the academic year.
- Children know and understand the Behaviour Policy.
- We use charts and stickers to reward and reinforce the policy.
- Children discuss the school rules and what they mean.
- Expectations regarding behaviour etc are clearly explained.
- Children are helped to distinguish between right and wrong.
- RE syllabus in Term 1 includes work on ‘Rules’.
- Children read the ‘Golden Rules’ and endorse them with a hand print.
- Children agree on the class rules on the first day of the academic year.
- ‘Good to be Green’ frog chart indicates behaviour of each individual.
- Classroom rules are agreed and set by the children (PSHE), these relate to ‘Good to be Green’.
- ‘Good to be Green’ feeds into Golden Time reward/sanctions.
- ‘Warnings’ are displayed on the whiteboard – monitored by the children.
- Discussions are led to involve all the children in consideration of ‘Fairness’ relating to the rules.
- Also, what works well and what doesn't and the rules/rewards/sanctions etc are adjusted.
- History curriculum includes work on Law – related to Saxon times.
- School Golden Rules are discussed.
- Classroom rules, devised and agreed by children.
- Verbal warnings and detention codes are displayed.
- Clear reward system – house points, praise etc including ‘Star of the Day’
- Weekly table point winners – earned through cooperation of whole group.
- Magistrates visit Yr 6 each year – to help children to understand the rule of our law.
|Mutual respect and tolerance of those of different faiths and beliefs|
Year R (EYFS)
- The children learn about other cultures and faiths eg Chinese New Year.
- The children learn about our own culture and country.
- We talk about ‘differences’ and how we accept everyone eg children with additional educational needs.
- The children are encouraged to develop respect for themselves and others through daily interactions and modelling by staff.
- We study a ‘We are Britain’ unit of work which encompasses mutual respect and tolerance of those of different faiths and beliefs.
- In whole school and Key Stage worship we discuss respect and tolerance.
- PSHE sessions also address issues of respect and tolerance.
- In RE children learn about Christianity and Hinduism and how they are similar/different.
- In PSHE and Circle Time children are encouraged to talk about people being different and why they are still a valued part of our society and school.
- In RE children learn about a range of world faiths.
- Children are always challenged if they are rude or disrespectful to anyone.
- In RE the children study different faiths.
- In Term 5 the children study culture in Africa.
- The Golden Rules support respect and tolerance.
- The 4 key school values also support respect and tolerance.
- The children discuss the classroom rule ‘Respect’ and what it means in practice and respecting other faiths such as Islam and Sikhism and appreciating their differences and similarities.
- In PSHE the children address issues around bullying because of race, gender or faith this leads to a discussion and the choices available.
- Issues of tolerance and respect are often addressed in worship and a classroom follow up enforces the message.
- Relate respect and tolerance to the 4 key school values.
- Olympic – study of other cultures all working together + charity work and fundraising etc.
- Christian values determine how we live a as community.
- The 4 key school values are highly visible in the classroom.
- Sports Leaders work with Key Stage 1 children.
- Peer Mediators work with Key Stage 2 children to resolve disputes.
- There is an established ‘buddy system’ for Yr 6 with Yr R children which encourages mutual respect.
- Children and adults are challenged if they behave in a disrespectful way.
Year R (EYFS)
- Child Initiated activities – the children select their own learning and resources.
- Self esteem and self confidence developed through the curriculum.
- Stereotypes are challenged eg that ‘only boys play football’.
- Child voice on ‘unique child’ and collected as evidence and learning.
- Children can choose how they can challenge themselves.
- Individual liberties are protected and promoted through our school rules and values.
- Children are encouraged to express themselves in an environment where there is no fear of being wrong.
- Children are offered choices in terms of clubs they want to join.
- Children often have sessions where they direct their own learning and follow their own interests.
- They are taught to value themselves and others (PSHE).
- They are encouraged to reflect on their behaviour and likeness to God (RE).
- The class has a strong anti-bullying culture.
- We use praise and rewards eg Star of the Day/Week, Writer of the Week etc to develop self esteem and self confidence.
- Children join in discussions regarding ‘Choices’.
- Role-play scenarios of bullying behaviour.
- Discussions of E-Safety.
- Provide opportunities for reluctant/shy speakers.
- Daily routine
- Choices of writing partner.
- PE pairings - relate to objectives for the sessions
- Group leaders for tasks eg Science or Topic work.
- Pupil of the Day/ Week – increase self esteem.
- Children are supported to develop self-knowledge, self-esteem and self-confidence.
- Children are encouraged to take responsibility for their own behaviour.
- There is a strong Anti bullying culture.
- We encourage freedom of speech through active pupil participation – the children show respect and develop their listening skills.
- We provide a safe environment and planned curriculum.