British Values at Goldsborough

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Promoting Fundamental British Values

At Goldsborough C.E. and Sicklinghall C.P. Schools, we promote British Values in a number of ways, both as part of the school curriculum and through extra-curricular opportunities.

British Values, recognised by both Ofsted and the Department for Education (DfE) and following government guidelines, are:

·                 democracy;

·                 individual liberty;

·                 the rule of law;

·                 mutual respect; tolerance of those with different faiths and belief.

Below, each value is defined and is accompanied by a description of how the value is taught in our schools:

Democracy

Democracy can be seen as equality of rights and privileges. It can also refer to our nation’s electoral systems.

In school we promote the importance of democracy through:

1.     The free and fair electoral process for leadership positions on our five pupil committees (Goldsborough) and School Council (Sicklinghall).  

2.     Attendance at Pupil Voice activities within the HART Alliance. Ambassadors are elected by their peers.

3.     Election and the electoral process of our country’s political system is taught at KS2 and mock elections are held at the time of a general election.

4.     Pupils develop their debating skills on key moral topics at the age appropriate level.

5.     Key decisions are taken democratically to highlight to our pupils how groups can work together to make fair decisions.

6.     An annual visit to Parliament takes place for Y6, as part of which, pupils tour the House of Commons and House of Lords and have a ‘meeting’ with our local MP.

Rule of Law

Rule of law It is expected that while different people may hold different views about what is ‘right’ and ‘wrong’, all people living in England are subject to its law.

In school we promote the importance of the rule of law through:

1.     A shared classroom code of practice and set of rules that everyone is expected to follow. Staff work in close partnership with parents/carers to develop a clear sense of right and wrong in our pupils. Further to this, staff are explicit in their communication of the impact of actions, both positive and less positive.

2.     A clear and consistent policy for dealing with unacceptable behaviours.

3.     A ‘restorative’ approach to dealing with behaviour incidents, particularly where there is seen to be a ‘victim’ (e.g. for an instance of name calling).  

4.     Visits from ‘people who help us’, including Police Officers, to provide pupils with an understanding of national laws and how they are upheld.

Individual liberty

Individual liberty suggests the free exercise of rights generally seen as outside Government control. 

In school we promote the importance of individual liberty through:

·       The provision of a range of extra-curricular activities and clubs to enable pupils to develop skills and interests independently of the school curriculum.

·       Pupils’ views and contributions are valued in all classes and by all staff.

·       encouraged to voice views in lessons.

·       Pupils manage aspects of the school day such as playtime boxes and collective worship set up.

·       Specific projects in both schools enable pupils to lead initiatives based on their own interests and outside involvement (e.g. German Christmas Market, FairTrade Committee).

·       Assemblies and Collective Worship celebrate difference and diversity and this is followed up in classroom PSHE lessons.

·       Pupils take part in visits to a link school (established at Goldsborough, developing at Sicklinghall as at March 2017) to deepen their understanding of different ways of living in modern Britain.

Mutual respect

The proper regard for an individual’s dignity, which is reciprocated.

In school we promote the importance of mutual respect through:

·       Respect forming a key part of our ethos and daily provision.

·       Classroom codes of practice and pupil involvement in the writing of our Behaviour Policy.

·       Spiritual, moral, social and cultural curriculum promotes equality and respect for all.

·       School ethos statements

·       Clear guidance on good behaviour in all areas around school.

·       Equal opportunities policy.

·       In the RE curriculum, children learn about a range of faiths and faith traditions, visiting places of worship and meeting carefully selected faith leaders.

·       Pupils learn about British history and the sacrifices made by our ancestors that has resulted in our current freedoms. We mark Remembrance Day annually through the preparation of a whole school service in the playground (Sicklinghall) and at the War Memorial (Goldsborough).

·       Pupils in upper key stage two take the lead in promoting key values to younger pupils. This includes lunchtimes, where family service forms a key part of our strategy.

·       Pupils are given the opportunity to represent their school in various sporting tournaments, at which sporting values are celebrated.

 Tolerance of Those with Different Faiths, Religions and Beliefs.

A fair, objective, and permissive attitude to those whose faith and beliefs may differ from one’s own.

In school we promote the importance of tolerance of those with different faiths and beliefs through:

·       Observance and specific teaching of a range of religious festivals.

·       Acceptance of different faiths and faith traditions.

·       Religious Education taught to all pupils weekly.

·       Governance includes faith representatives from the Church of England.

Spiritual, Moral, Social and Cultural Development (SMSC)

Goldsborough C.E. and Sicklinghall C.P. Schools both provide spiritual, moral, social and cultural development (SMSC) which also includes the incorporation of British values by:

·       Enabling pupils to develop their self-knowledge, self-esteem and self-confidence.

·       Enabling pupils to distinguish right from wrong and to respect the civil and criminal law of England.

·       Encouraging pupils to accept responsibility for their behaviour, show initiative, and to understand how they can contribute positively to the lives of those living and working in the locality of the school and to society more widely.

·       Enabling pupils to acquire a broad general knowledge of and respect for public institutions and services in England.

·       Encouraging further tolerance and harmony between different cultural traditions by enabling pupils to acquire an appreciation of and respect for their own and other cultures.

·       Encouraging respect for other people.

·       Encouraging respect for democracy and support for participation in the democratic processes, including respect for the basis on which the law is made and applied in England.

 

March 2017