The government set out their definition of British values in the 2011 Prevent Strategy. These were reinforced in September 2014 due to recent events. These new regulations will sit alongside the requirements of the Equalities Act, which also applies to all types of schools.
Schools will be expected to focus on, and be able to show, how our work with pupils is effective in embedding fundamental British values.
Promoting British values at Clifton Primary School: We agree with the Department for Education’s five-part definition of British values:
Pupil voice is significant in regards to life at Clifton Primary. Our pupil elected school council plays a strong role in our school. They are elected by their class peers and are involved in making Clifton Primary a better place to learn. Pupils have a great amount of input in regards to what and how they learn, which promotes pupil voice.
Our pupils will encounter rules and laws throughout their entire lives. We want our pupils to understand that whether these laws govern the class, the school, the neighbourhood or the country, they are set for good reasons and must be adhered to.
This understanding of the importance of rules will be consistently reinforced through assemblies and our curriculum. The involvement of our pupils in the creation of the class rules helps them to understand the reasons behind the rules and the consequences if they are broken.
Through Circles, we allow opportunity to debate and discuss the reasons for laws so that children can recognise the importance of these for their own protection.
Throughout the year we welcome visits from members of the wider community including police, PCSOs, the fire brigade and many more. We believe that clear explanations and real life stories emphasise the importance of the rule of law for our pupils.
We invest a great deal of time in creating a positive culture in our school, so that children are in a safe environment where choices and freedoms are encouraged. In lessons, children are trusted to challenge themselves especially through challenges, which give them more freedom to determine their own learning. We offer a range of clubs which pupils have the freedom to choose from, based on their interests.
Through our E-Safety, class circles and assemblies, we educate children on their rights and personal freedoms as well as supporting them in recognising how to exercise these freedoms safely. At Clifton Primary we believe that valuing choice and freedom in daily school life will foster a value for individual liberty as the children grow older and embark upon their adult lives.
Mutual respect is at the core of our school life. Students learn to treat each other and staff with great respect. This is evident when walking around Clifton Primary and in the classrooms. Our Challenge Curriculum develops: learning behaviours; life skills and life-long learning. Children use first-hand experiences to learn about life. Children learn about respect, empathy and good communication.
At Clifton Primary we offer a culturally rich and diverse curriculum in which all major religions are studied and respected. At Clifton Primary we strongly believe that tolerance is gained through knowledge and understanding.
Through our curriculum and the routines of our daily school life, we strive to demonstrate tolerance and help children to become knowledgeable and understanding citizens who can build a better Britain for the future.
‘Standards in reading, writing and mathematics surpass national averages by a significant margin’…
‘Pupils behave extremely well, applying themselves diligently to their work, and enjoy positive relationships with each’…
‘The exciting, well-planned, broad and balanced curriculum inspires pupils to extend their knowledge and deepens their interest in the topics they cover’…
‘Staff work together well, providing a rounded approach to meeting the social, emotional and academic needs of pupils. ‘…
‘Parents are overwhelmingly supportive of the school. They are pleased with the quality of their children’s education’…
‘Teachers and teaching assistants have high expectations of what pupils can and do achieve. ‘…
‘The whole-school focus on developing speaking and listening skills is successfully increasing pupils’ proficiency to articulate their thoughts and develop a wider vocabulary’…
‘High expectation across the curriculum leads to pupils being very well prepared for their next stage of education’…
‘The early years provision is exemplary. Children are engaged, motivated and make rapid progress through a rich diet of learning experiences’…