British Values

British Value

Statement

Evidence

Impact

Mutual Respect

and the

Tolerance of

those with

different Faiths

and Beliefs

Respect is a fundamental school value, around which pivots much of the work of the school. We pay explicit attention to this as part of our RE, PHSE, and SMSC curriculum.

Respect is a school value that is discussed deeply, starting with self-respect and covering respect for family, friends, and other groups; the world and its people; and the environment.

Records of PSHE Sessions / Collective Worship including Christian calendar and other festivals from other religions.

RE curriculum RE planning and workbooks.

Learning Walks for behaviour and behaviour for learning

School Values

Visits to other places of worship

Discussions of current affairs

Debating in KS2/ circle time/in the news in KS1

Children can articulate why respect is important; how they show respect to others and how they feel about it for themselves.

Children’s behaviour demonstrates their good understanding of this value in action.

Children are able to talk about the different faiths and cultures they learn about, ask questions and show tolerance and respect for others of different faiths and religions.

Democracy

The children at Spennithorne CE (VC)  and Middleham CE (VA)Primaries see democracy borne out in a whole variety of ways and see this as being an essential component of successful team working.

Democracy is a school value that children meet when discussing respect and fairness.

The School Council each year models the democratic process.

RE planning and work books.

Learning Walks for behaviour and behaviour for learning School Values

Children are able to work cooperatively in pairs and groups as well as in whole class situations. They understand about turn taking and respecting the views of others.

Children in KS2 in particular are able to use the language of respect in the main!

Rule of Law

The children at Spennithorne CE (VC)  and Middleham CE (VA)Primaries are familiar with this concept through the philosophy that infuses the entire work of the school. They are familiar with the concept through the discussion of values and, in RE lessons, the idea that different religions have guiding principles.

Children are used to debating and discussing laws/rules and their application. Children are familiar with the local

police who visit to talk to them informally.

Class Rules/School Rules/Learning Behaviours/School Values/PSHE/Citizenship lessons on the role of law and parliament School Council meetings Collective Worship and children leading collective worship.

RE planning and work books.

Learning Walks for behaviour and behaviour for learning

Adult role modelling to develop a moral understanding of right and wrong

Rights and responsibilities of their actions

Children are able to articulate how and why we need to behave in school and demonstrate they understand and can abide by these.

They are able to discuss and debate philosophical issues in relation to these.

Children know right from wrong and understand consequences and sanctions

Individual

Liberty

Our values based discussions and acts of worship begin with discussion about the self, e.g. self –respect and self-worth in relation to the individual value so that children see that they are important in their own right. The philosophy of our teaching and learning places emphasis on the right to have our own thoughts and evidence based views.

Children are strongly encouraged to develop independence in learning and to think for themselves.

Children are able to show independence in learning and to think for themselves.

Encouraging individual talents

Children understand about the importance of accepting responsibility and of their right to be heard in school.

They are consulted on many aspects of school life and demonstrate independence of thought and action.