Promoting British Values Statement
The Department for Education has reinforced the 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, mutual respect and tolerance of those with different faiths and beliefs.” At Tyndale Primary School these values are reinforced regularly and in the following ways.
Democracy is promoted within our school. Children have the opportunity to have their voices heard through our School Council and child questionnaires. The elections of School Council representatives and head boy and girl are based solely on child votes. Each teacher has different ways in which the children make their voices heard in their classroom e.g. through Class Family Time, discussions and decisions over classroom rules.
The Rule of Law:
The importance of laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school days and through school assemblies. The children are taught right from wrong. Children 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 authorities such as the Police; Fire Service; Road Safety Officers are parts of our calendar and help reinforce this message. There is a clear Code of Conduct through our Magnificent Seven for all children which is on display in every area of the school.
Within school, children are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for children to make choices safely, through the provision of a safe environment and empowering education. Children are encouraged to know, understand and exercise their rights and personal freedoms and advise how to exercise these safely, for example through our E-Safety and Learning for Life (PSHE) lessons. Whether it be through choice of challenge, of how they record, or participation in our numerous extracurricular clubs and opportunities, children are given the freedom to make choices. All classes work towards incentives such as tokens, gold coins and ‘End of Term Reward’ where their choices affect outcomes for themselves personally. We also try to give ownership of learning to the children and promote a personal investigative approach. At break and lunch times the children are allowed to use the outside spaces according to their personal choices. Our shared values in the school promote both staff and children as good role models, and we take opportunities to challenge stereotypes whenever the opportunity arises. Opportunities are also taken to explore that with individual liberty and freedom comes responsibilities to the local community and the wider world.
Part of our school ethos and behaviour policy has revolved around Magnificent Seven values such as ‘Respectful’, and children have been part of discussions and assemblies related to what this means and how it is shown. Posters around the school promote respect for others and this is reiterated through our classroom and learning rules, as well as our rewards and consequences. We have developed a ‘Behaviour’ Policy which supports teachers and adults in school to treat every child fairly. Our Equality and Inclusion policy reflects this core value and professional development explores how to engender a respectful ethos. We support events such as Anti Bullying Week’. We promote respect through Class Family Time and Learning for Life and provide opportunities for children to learn to respect others through our curriculum e.g. visits from people from other cultures and traditions. We support charities where they promote respect and tolerance e.g. Children in Need.
Tolerance of those of Different Faiths and Beliefs:
This is achieved through enhancing children’s understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity. Assemblies and discussions involving prejudices and prejudice-based bullying have been followed and supported by learning in RE and Learning for Life.
British Values and Learning for Life (PSHE)
British Values are taught within every class. It is taught as Learning for Life following the Jigsaw Approach. The weekly celebration is the same for each year group – these are designed to draw out a key theme from each week and reinforce its application; in turn, this ensures the Jigsaw learning is translated into behaviour and attitudes and is not confined to the lesson slot on the timetable. This theme is introduced every first Tuesday of the half-term.
- Term 1 – Being Me in My World
- Term 2 – Celebrating Difference (including anti-bullying)
- Term 3 – Dreams & Goals
- Term 4 – Healthy Me
- Term 5 – Relationships
- Term 6 – Changing Me (including sex education.)
Jigsaw is a comprehensive and completely original PSHE Education programme for the whole primary school from Reception through to Year 6 (ages 4-11).
Jigsaw has two aims for all children:
• To build their capacity for learning
• To equip them for life
Jigsaw brings together PSHE Education, emotional literacy, mindfulness, social skills and spiritual development. A variety of teaching strategies are used and are mindful of each child’s preferred learning style. Jigsaw is designed as a whole school approach, with all year groups working on the same theme (Puzzle) at the same time. This enables each Puzzle to start with an introductory assembly, generating a whole school focus for adults and children alike. There is a Weekly Celebration that highlights a theme from that week’s lesson across the school, and encourages children to reflect that learning in their behaviour and attitudes. It also brings in the British Values of: Respect, Democracy, Tolerance, Rule of Law & Liberty
Being Me In My World covers a wide range of topics, including a sense of belonging, welcoming others and being part of a school community, a wider community, and a global community; it also looks at children’s rights and responsibilities, working and socialising with others, and pupil voice.
Celebrating Difference focused on similarities and differences and teaches about diversity, such as disability, racism, power, friendships, and conflict; children learn to accept everyone’s right to ‘difference’, and most year groups explore the concept of ‘normal’; bullying – what it is and what it isn’t, including cyber and homophobic bullying – is an important aspect of this Puzzle.
Dreams and Goals aims to help children think about their hopes and dreams, their goals for success, what personal strengths are, and how to overcome challenges, via team work skills and tasks. There is also a focus on enterprise and fundraising. Children learn about experiencing and managing feelings of pride, ambition, disappointment, success; and they get to share their aspirations, the dreams and goals of others in different cultures/countries, and their dreams for the world.
Healthy Me covers two main areas of health: Emotional health (relaxation, being safe, friendships, mental health skills, body image, relationships with food, managing stress) and Physical health (eating a balanced diet, physical activity, rest and relaxation, keeping clean, drugs and alcohol, being safe, first aid) in order for children to learn that health is a very broad topic.
Relationships has a wide focus, looking at diverse topics such as families, friendships, pets and animals, and love and loss. A vital part of this Puzzle is about safeguarding and keeping children safe; this links to cyber safety and social networking, as well as attraction and assertiveness; children learn how to deal with conflict, their own strengths and self-esteem. They have the chance to explore roles and responsibilities in families, and look at stereotypes. All Jigsaw lessons are delivered in an age- and stage-appropriate way so that they meet children’s needs.
Changing Me deals with change of many types, from growing from young to old, becoming a teenager, assertiveness, self-respect and safeguarding. Self and body image, puberty, attraction and accepting change are diverse subjects for children to explore. Each year group thinks about looking ahead, moving year groups or the transition to secondary school. Life cycles and how babies are made and grow are treated sensitively and are designed to meet children’s needs. All year groups learn about how people and bodies change. This Puzzle links with the Science curriculum when teaching children about life cycles, babies and puberty.
At the end of KS2, pupils have been nurtured in the development of the whole child. Children have an understanding of democratic society, can voice their opinions with confidence, understand right from wrong and have mutual respect for all.
Children grow in self-esteem, understand others, learn how to be a friend and to be a vital part of the whole school community.
Every child develops their full potential morally, spiritually, culturally, intellectually and physically, and in doing so grows into a rounded individual capable of making a positive contribution to society and the environment in which they are to live.