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British Values

 

British Values at Bede

At Bede Community Primary School we display true British values in all that we do.  We encourage our children to be creative, unique, open-minded and independent individuals, respectful of themselves and of others, in our local community and the wider world. 

The breadth and balance of our curriculum and ethos promotes life in modern Britain.  We work hard to nurture our children so they grow into safe, caring, democratic, responsible and tolerant adults who make a positive difference to British society and the world.   Our PSHE, Citizenship and SMSC work adds a valuable dimension to all this work.

Democracy

  • We teach pupils how they can influence decision making through the democratic process by giving them opportunities to vote on key decisions that affect them.  For example, pupils select pupil’s voice representatives for our School Council through a democratic vote and vote for team captains to represent each house.  We work hard to develop an understanding of our democratic process.  This has included a visit from the parliamentary education service to discuss how government and voting system operates.  We involve children in the running of the school by giving them positions of responsibility including buddies and Health and Safety officers to support staff and governors in carrying out the termly health and safety check.
  • Pupil voice extends to the whole school when we play an active part in improvements to our community; e.g. ideas for Felling Park, naming local streets, etc.
  • We model how a perceived injustice can be challenged peacefully through adult interactions with pupils, use of our behaviour policy and through discussions of pertinent scenarios in class and assemblies.

The Rule of Law

  • We firmly establish how pupils can distinguish between right and wrong, both through everyday interactions with pupils as well as in sharing stories, fables and other literary materials used in PSHE and literacy.
  • We help children to respect the law and the basis on which it is made by showing how rules help communities to operate safely and fairly as well as protecting the most vulnerable in our society.  Visitors like the police and fire service inform children of the age of criminal responsibility and how to behave appropriately in society.
  • Children develop their own code of conduct through their classroom rules and encourage children to be courteous and respectful to adults by keeping doors open, etc. 
  • Children adhere to school policies, respecting their purpose in ensuring they remain safe and happy in school (eg behaviour policy, health and safety policy, attendance policy)

Individual liberty

  • We implement a strong anti-bullying message and involve children in producing our anti bullying policy.  We also hold anti-bullying days in school.   We have buddies to support children at playtime and children know who these are and who they can go to.
  • Pupils are encouraged to know, understand and exercise their rights and personal freedoms safely – for example, through our E-Safety lessons in computing and in PSHE lessons.
  • We challenge stereotypes through our assembly themes
  • We aim to provide children with the freedom to make certain choices and take self-chosen opportunities in school

Mutual Respect and Tolerance with Different Faiths and Beliefs

  • Our RE curriculum provides rich opportunities for children to learn about and develop an appreciation of the principles and beliefs of those of different faiths around the world.  Learning is often enhanced by visitors to our school who follow these faiths and through our assembly themes which are linked to the key festivals of different faiths. 
  • We pride ourselves on modelling positive relationships for our children
  • Children actively support a wide range of different charities – not only through fundraising but a real appreciation of the work the charity is needed to do.
  • Our children get involved in a wider range of activities to support and appreciate the older generations in our community including: singing at our local nursing home and with the Salvation Army.
  • Our children are tolerant and respectful of each other and adults in school.  They are polite and support each other.  They are supported well and they have opportunities to talk others about their concerns with worry boxes and drop in times to speak to staff.
  • We challenge any prejudicial or discriminatory behaviour through discussions and use of illustrative material in assemblies and lessons
  • We discuss the differences between people and their beliefs – for example differences in faith, ethnicity, disability, gender and difference in family situation – through our RE and PSHE lessons and broader curriculum work.  In this, we seek to enhance our pupils’ understanding of their place in a culturally and racially diverse society.  This has included using Halal food in cookery club to ensure all children can make the same recipe.

Social, Moral, Spiritual and cultural

The spiritual development of pupils is shown in their:

  • Ability to reflect about their own beliefs, religious or otherwise
  • Interest and respect for different people’s faiths, feelings and values
  • Sense of enjoyment and fascination in learning about themselves, others and the world around them

The moral development is shown in their:

  • Ability to recognise the difference between right and wrong
  • Understanding of the consequences of their behaviours and actions
  • Ability to appreciate the viewpoints of others

The social development of pupils is shown in their:

  • Willingness to participate in a variety of social settings, be comfortable to operate with younger and older children and a wider range of different adults
  • Ability to accept and engage with the fundamental British values of democracy
  • Ability to demonstrate skills and attitudes that will allow them to participate fully in and contribute to life in modern Britain.

The cultural development of pupils is shown in their:

  • Understanding and appreciation of the wide range of different cultures in their preparation for life in modern Britain
  • Willingness to participate in and respond positively to artistic, sporting and cultural opportunities

 

 

 

 

 

 

 

 

 

 

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