The DfE have 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 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.
At St Clements we promote the Christian Values of Faith, Hope, Love, Respect, Compassion, Thankfulness and Forgiveness. We link these values to the British Values and these are taught in the following ways:
One of the fundamental values at St Clements is the right of all members of the community to be heard and the responsibility of others to allow this to happen. This is taught and reinforced through all lessons, teaching and modelling to children and young people, how to make their needs and wishes heard in a way that society and school life finds acceptable. This is done throughout every lesson and taught explicitly through PSHE, Heart Smart, P4C and circle time, but also through experience of enriching activities such as extra-curricular provision, visitors to school and educational visits. Pupils have the opportunity to have their voices heard through our school Council and Pupil questionnaires. The elections of class representatives are based solely on pupil votes. Our school behaviour policy involves rewards which are identified by the individual pupils, their needs and interests.
The Rule of Law:
The importance of Laws or rules, whether they are those that govern the classroom, the school, or the country, are consistently reinforced. Pupils are taught the value and reasons behind the school’s expectations, what they mean and how they look when people are following them. There is part of the circle time/P4C and PSHE/Heart Smart curriculum discussion and debate about the rules that govern and protect us, the responsibility that this involves and the consequences when laws and rules are broken. Visits from authorities such as the Police and Fire Service form part of our regular curriculum and often part of individual packages needed to support some of our pupils. The fundamental and principle right to feel and be safe is paramount in all aspects of the school.
Within school, pupils are actively encouraged to make positive choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young pupils to make choices safely, through the provision of a safe environment, staff with whom they have a positive and supportive relationship and boundaries that are secure. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely, but also their responsibility to consider how making their choice will impact on themselves and others in the immediate and long term future.
Part of our aim for every child is to develop a healthy respect for themselves, to build self-esteem, self-worth and confidence as a learner. This is our core purpose and is threaded through learning and teaching, behaviour and safeguarding policies. It is part of discussions about personal behaviour and work targets. It is modelled daily by all staff and an expectation of the whole community.
Tolerance of Difference:
This is achieved through enhancing pupils understanding of their own and others needs and impressing upon them that they belong; to St Clements; to their local community and their world community. Much of the work at St Clements is about differences but equally celebrating and embracing difference through celebration of achievements, developing understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity through experience days, educational visits, working with visitors and extended family members to develop understanding and give children experiences from a range of cultures and belief systems. Circle time/P4C and PSHE/Heart Smart learning involving prejudices and prejudice-based bullying are routine and 1:1 work following any incidents reinforce this learning. Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school.