Spring Bank Primary School

British Values

                       Spring Bank Primary British Values Statement 

At Spring Bank Primary School we value the diversity of backgrounds of all pupils, families and wider school community. One of the strengths of our school, valued by both children and parents and carers, is the rich cultural and ethnic back ground of our families.

The Department for Education states that there is a need:

“To create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs”.

The Department for Education defines British Values as follows:

  • Respect for democracy and support or participation in the democratic process
  • Respect for the basis on which the law is made and applies in England
  • Support for equality of opportunity for all
  • Support and respect for the liberties of all within the law
  • Respect for and tolerance of different faiths and religious and other beliefs

Our school ethos statement has our motto “We grow together” and contains our aim to develop:

  • Successful learners
  • Confident individuals
  • Responsible citizens

These key outcomes are on our letter heads and on a large banner in our school hall.

We promote British values in Spring Bank in the following ways.

 Democracy

Children, parents and staff have many opportunities for their voices to be heard at Spring Bank Primary. Democracy is central to how we operate.

An obvious example is our School Council. The election of the School Council members reflects our British electoral system and demonstrates democracy in action: candidates make speeches, pupils consider characteristics important for an elected representative and pupils vote in a secret ballot. Made up of two representatives from each class, the School Council meets regularly to discuss issues raised by the different classes. The council is able to genuinely effect change within the school; recently the School Council has planned events such as anti-bullying week and Punctuality Month and discussed school meal changes with Carillion.

Members of our School Council regularly feedback to meetings our Pupil Support Committee on aspects of school life and governors take their views into account when making decisions.

Children are also Curriculum Ambassadors. Each class has fourteen children ( two for each year group for each curriculum area ) who meet at least once a term with subject leaders to feedback on how the curriculum in their class is being taught, what is working well, and what could be improved.

Other examples of ‘pupil voice’ are:

  • children complete an annual pupil questionnaire on all aspects of school life that results in a school action plan to meet identified needs
  • children agree their classroom rules at the start of each year
  • children’s voice and independence is a feature of our school with their ideas being valued and encouraged. Recent examples are children planning and running charity events ( eg Medecins Sans Frontieres Nov 2015 ) raising over £200 and setting up Reading Clubs.

Pupils are always listened to by adults and are taught to listen carefully and with concern to each other, respecting the right of every individual to have their opinions and voices heard. We encourage pupils to take ownership of not only their school but also of their own learning and progress. This encourages independence as well as personal and social responsibility and is demonstrated on a daily basis by our pupils.

Our annual parents’ questionnaire also reflects our school’s ethos of communication. Last year, as well as giving our annual questionnaire, we asked parents/carers ( and children ) about school uniform and paying for after school clubs and took their views into account when shaping school policy.

Rule of Law

The importance of rules and laws, whether they be those that govern our school or our country, are referred to and reinforced often, such as in assemblies and when reflecting on behaviour choices. At the start of the school year, each class discusses and sets its own class rules to ensure that every class member is able to learn in a safe and ordered environment.

Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves, and the consequences when laws are broken. These values are reinforced in different ways:

  • education ( in KS2) on drugs by D-Side
  • internet safety lessons
  • visits by our community police constable
  • during Religious Education, when rules for particular faiths are thought about
  • during other school subjects, where there is respect and appreciation for different rules eg in sports lessons.

In weekly SEAL assemblies led by our Learning Mentor, moral issues are discussed and we have an annual Anti-Bullying Week involving parents/carers and children.

Individual Liberty and Equality of Opportunity for all

Alongside rules and laws, we promote freedom of choice and the right to respectfully express views and beliefs. Through the provision of a safe, supportive environment and empowering education, we provide boundaries for our young pupils to make choices safely; for example:

  • choices about what learning challenge or level of activity children will attempt
  • choices about how they record their learning
  • choices around the participation in extra-curricular activities at lunchtime or after school

Our pupils are encouraged to know, understand and exercise their rights and personal freedoms and are taught how to exercise these safely, such as in our e-safety and PSHCE lessons.

Vulnerable pupils are protected and stereotypes challenged.  A strong anti-bullying culture is embedded in the school and any form of bullying is challenged and addressed. 

Visual supports in school with Stonewall, Child-line and other posters prominently displayed and referred to in assemblies.

Pupils have key roles and responsibilities in school e.g. library monitors, ICT and PE leaders, school meal helpers, Curriculum Ambassadors, School Meal Ambassadors.

Mutual Respect and Tolerance of Those with Different Faiths and Beliefs

Spring Bank Primary is fortunate to be a school in the Headlingley area of Leeds, an area of great cultural diversity. We are proud to promote and celebrate our different backgrounds and beliefs. Mutual respect is central to our aims and ethos.

Our children are imbued with the belief that respect is shown to everyone, whatever their differences. Children learn that their behaviour choices have an effect on their own rights and those of others. All members of the school community are expected to treat each other with respect.

Specific examples of how we at Spring Bank Primary enhance pupils’ understanding and respect for different faiths and beliefs are:

  • Through Religious Education, PSHCE and other lessons where we might develop awareness and appreciation of other cultures. Children are encouraged to discuss and respect differences between people, such as differences of faith, ethnicity, disability, gender or sexuality and differences of family situations.
  • We aim to ensure that our curriculum is relevant to our children and involve children in planning their learning and ensure that a wide and culturally diverse and relevant curriculum is enjoyed by our children.
  • Celebrating the diversity of our community during our annual Harmony Week when parents, carers and members of our local community come into school to share their cultural heritage in creative activities with our children

Extremism

Spring Bank Primary, and all schools, have a relatively new statutory duty to pay “due regard to the need to prevent people from being drawn into terrorism” known as the prevent duty. Staff have been provided with this information and below is a guide also available to parents.

Read the government’s Prevent duty guidance and its guidance for schools.

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