Schools, through their curriculum, are legally bound to
actively promote fundamental British values.
Ofsted School Inspection Handbook (June 2015):
"The social development of pupils is shown by their acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain."
The curriculum at Cledford is founded on strong values.
Our commitment to emtional intelligence (e.g. through the SUMO programme) and to character education places us in a strong position already.
The Department of Education (DoE) describes 'British Values' as:
|Democracy||Respect for democracy and support for participation in the democractic process|
|The Rule of Law||Respect for the basis on which the law is made and applies in England|
|Equal Opportunities||Support for equality of opportunity for all|
|Individual Liberty||Support and respect for the liberties of all within the law|
|Mutual Respect & Tolerance||
Respect and tolerance of different faiths and religious and other beliefs
How might this be translated in to practice at Cledford?
- focus on, and show how, the school's work is effect in securing these values
- challenge pupils, staff or parents who express opinions contrary to British values
Democracy - what might we do?
- provide pupils with a broad general knowledge of, and promote respect for, public institutions and services
- teach pupils how they can influence decision-making through the democractic process
- include in the curriculum information on the advantages and disadvantages of democracy and how it works in Britain
- encourage pupils to become involved in decision-making processess and ensure they are listened to in school
- organise visits to the local council and Parliament
- hold 'mock elections' so pupils learn to how argue and defend points of view
- help pupils to express their views
- teach pupils how public services operate and how they are held to account
- model how perceived injustice can be peacefully challenged
Rule of law - what might we do?
- ensure school rules and expectations are clear and fair
- help pupils to distinguish right from wrong
- help pupils to respect the law and the basis on which it is made
- help pupils to understand that living under the rule of law protects individuals
- include visits from the police in the curriculum
- teach pupils aspects of both civil and criminal law and discuss how this might differ from some religious laws
- develop restorative justice approaches to resolve conflicts
Individual liberty - what might we do?
- support pupils to develop their self-knowledge, self-esteem and self-confidence
- encourage pupils to take responsibility for their behaviour, as well as knowing their rights - the '3 Rs' at Cledford
- model freedom of speech through pupil participation, while ensuring protection of vulnerable pupils and promoting critical analysis of evidence
- challenge sterotypes
- implement a strong anti-bullying culture
- follow the UNICEF rights respecting schools agenda
Respect and tolerance - what we might do?
- promote respect for individual differences
- help pupils to acquire an understanding of, and respect for, their own and other cultures and ways of life
- challenge prejudicial or discriminatory behaviour
- organise visits to places to worship
- develop links with faith communities
- develop critical personal thinking skills
- discuss differences between people, such as differences of faith, ethnicity, disability, gender or sexuality and differences of family situations, such as looked-after children or young carers