Promoting British Values at All Saints CE Primary School
All Saints’ CE Primary School has a clear and well-publicised vision statement which outlines the shared vision and beliefs of the school community. Through all that we do, we aim to ensure that the promotion of our Christian values of Caring, Respect and Friendship is an integral part of our everyday school life, within our curriculum and reflected in our school ethos.
The key British values are:
- The Rule of Law
- Individual Liberty
- Mutual respect and tolerance of those with different faiths and beliefs
Our curriculum and daily opportunities actively promote these by:
Pupil voice is an important part of our school, with School Council representatives elected from all classes in Key Stage 1 and 2 annually. These children speak on behalf of all the children, making suggestions to make our school a better place and work within our local community. Voting and choice making is often part of their role, as well as working with small groups, their class and the whole school to involve as many voices as possible. Through our shared ‘Thought for the week’ every Monday, children are encouraged to reflect upon a Christian theme, but to also respect one another’s opinions and views.
The Rule of Law
Children are taught that rules and laws are part of life - they need to know that no-one is above the law and understand that school and class rules are set for good reasons and must be adhered to. Throughout the year we provide children with opportunities to discuss rules and expectations with visitors from our wider community such as the police, leaders of local churches and school governors; who give clear explanations and stories to teach the children the meaning and importance of the rule of law. They are also taught that everyone should have a fair hearing with an unbiased judge and we model this through our daily management of behaviour.
We work hard to ensure our children experience a positive culture within a safe environment where choices and freedom is encouraged. Children are encouraged to be independent learners, choosing tasks that will challenge them, giving them learning experiences which determine their own pathway. Through class discussions, children embrace the freedom of speech; this has to also be balanced with showing respect for, and not threatening, others. In our Collective Worship, we encourage participation from children from all year groups and abilities, where they can share their thoughts, ideas, beliefs and the choice to not believe in or agree with something.
Mutual respect and tolerance of those with different faiths and beliefs
Across all staff and children alike we ensure that mutual respect is at the core of our school and is it one of our core Christian values. Our school rules and ethos ensure that children learn to treat each other, their belongings and staff with respect, recalling our vision that everyone has a right to learn and teachers the right to teach. Our curriculum and learning opportunities ensure all major religions studied are respected, with greater knowledge and understanding to develop tolerance of all.
Spiritual, Moral, Social and Cultural (SMSC) Curriculum statement
At All Saints’ CE Primary School we recognise that the personal development of children - spiritually, morally, socially and culturally (SMSC) - plays a significant role in their ability to learn, achieve and be happy individuals. We therefore aim to provide an education that provides children with opportunities to explore and develop:
- their own values and beliefs;
- their own spiritual awareness;
- their own high standards of personal behaviour;
- their critical thinking skills;
- a positive, caring and respectful attitude towards other people;
- an understanding of their social and cultural traditions; and
- an appreciation of the diversity and richness of their/other cultures.
We offer a constantly developing broad curriculum which provides children with opportunities in these four areas in the following ways:
SPIRITUAL DEVELOPMENT: This refers to children’s beliefs, religious or otherwise, which inform their perspective on life and their interest in, and respect for, different people’s feelings and values. Through our assemblies and R.E. and PHSE planning, pupils are given the opportunity to explore values and beliefs, including religious beliefs and the way in which they impact on people’s lives. Pupils are encouraged to understand human emotions and feelings, the way they impact on people and how an understanding of them can be helpful. Our Play Leaders also play an integral part of developing an equal approach to playtimes, encouraging children to share across all age groups and Key stages. Through local visits, visits to the mainland and our use of our extensive school grounds, pupils have the opportunity to appreciate the beauty and wonder of the natural environment.
Teachers and support staff ensure that children have opportunities by promoting teaching styles that:
Value pupil questions and give them space for their own thoughts, ideas and concerns;
Allow children to take ownership of and lead their learning through a P4C approach;
Enable pupils to make connections between aspects of their learning;
Encourage pupils to relate their learning to a wider frame of reference; for example, asking ‘why’, ‘how’, and ‘where’ as well as ‘what’;
Encourage pupils to be tolerant of the views and beliefs of others, both within school and in the community.
MORAL DEVELOPMENT: refers to a pupil’s understanding, attitude and behaviour to what is right and what is wrong. This is developed by:
Providing clear expectations for behaviour which is promoted consistently through all aspects of the school;
Our Behaviour policy and School Rules;
Our School Values and an ethos that everyone has a right to learn and to feel safe and respected.
Promoting equality relating to; gender, religion, ethnic origin, sexual orientation, age, disability, SEN, (Equalities and SEND policies);
Giving pupils opportunities to explore and develop moral concepts and values throughout the curriculum; for example, truth, justice, equality of opportunity, right and wrong (RE; History; Literacy; Assemblies; School Council; PHSE and regular visits from our Community Police officer and other agencies);
Developing an open and safe learning environment in which pupils can express their views and practise moral decision making (Circle time sessions, PHSE, School Council; Drama; debating; Safeguarding policy & practice);
Rewarding expressions of moral insights and good behaviour (Celebration Assembly; class reward systems; Team points);
Modelling through the quality of relationships and interactions the principles we wish to promote; for example, fairness, integrity, respect for others, pupil welfare, respect for minority interests, resolution of conflict keeping promises and contracts (whole school charity events; local community events; Celebration Assemblies; Assembly themes, Values Cup nominations, Champion Learners);
Recognising and respecting different cultural groups represented in the school and the wider community (celebration of religious festivals and RE);
Encouraging children to take responsibility for their actions; for example, respect for property, care of the environment and code of behaviour/behaviour for learning (Behaviour Policy; Assembly themes);
Providing models of moral standards through the curriculum (Literacy; History; RE; PHSE; Assemblies);
Reinforcing the school’s values through the use of posters, displays etc. (School Values, school rules).
SOCIAL DEVELOPMENT: refers to a pupil’s progressive acquisition of the competencies and qualities needed to play a full part in society and become informed citizens of the future. This is supported by:
Ensuring that we foster a sense of belonging within our school community with common, inclusive values (Assemblies; Home-School Agreement, PTA events, supporting local charities; partnership with our local church);
Promoting equality relating to; gender, religion, ethnic origin, sexual orientation, age, disability, SEN;
Promoting racial, religious and other forms of equality (RE, school policies);
Encouraging children to work co-operatively (PHSE, School Council, Play Leaders, House system, Year 6 roles and responsibilities);
Encouraging children to recognise and respect social differences and similarities; for example, where they live, different kinds of family models, age issues (literature, Assemblies, visits to community events);
Providing support for the whole family (Family Liaison Officer, Nurture Group);
Providing opportunities to participate in the democratic process and participate in making community decisions (School Council; votes in class on a variety of issues);
Providing children with opportunities to exercise leadership and responsibility (Council Leaders, Class monitors, Play Leaders; Sports Crew, Year 6 roles and responsibilities).
CULTURAL DEVELOPMENT: refers to pupils developing their understanding of beliefs, values and customs in social, ethnic and national groups different to their own. This is supported by:
Providing children with opportunities to explore their own cultural assumptions and values;
Celebrating the attitudes, values and traditions of diverse cultures (Geography; RE; History; Literacy; Library; Assembly; Art; Dance; Music; celebrating festivals and drawing on diverse parent cultural backgrounds);
Recognising and nurturing particular passions and talents (local Events with other schools, Celebration assemblies, Bronze Mark for Sport, music tuition through IOW Hub, after school clubs);
Developing partnerships with outside agencies and individuals to extend pupil’s cultural awareness (drama, music and dance groups, links with community);
Reinforcing the school’s cultural values through displays and photographs and within the curriculum.