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S.M.S.C.

Fundamental British Values and SMSC

British Values Statement

The DfE has reinforced their guidance given to schools to ‘actively’ 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, through their provision of the SMSC curriculum. (November 2014).

 

At Alston School, we take our responsibility very seriously to prepare children for life in modern Britain. We ensure that our Values Education including the fundamental British Values are introduced, discussed and lived out through the ethos and work of the school. Our Values Education including the British Values are threaded through the whole curriculum and every opportunity is taken to reinforce and embed them.

 

It is especially through our R.E, collective worship, SMSC and PSHE curriculum that provides excellent opportunities to elaborate and develop the children’s’ understanding. ‘The Values Education plays a significant role in pupils’ outstanding behaviour and excellent respect for each other’s feelings, religions, beliefs and cultures.’ (OFSTED 2013).

At Alston school, we promote the British Values in the following ways:

 

Democracy

Mutual respect and tolerance of all people

Individual liberty

The rule of law

 

 

 

Fundamental British Values

 

Statement

 

Evidence

Impact

Democracy

 

 

 

 

Democracy is an integral part of school life. Pupils are given many opportunities to have their voice heard.

 

Children are encouraged to know that their views count and are valued.

 

New school councillors and school eco-warriors are elected each year and in each class. Children in every class can stand for election and experience taking part in a secret ballot. The two children with the most votes represent their class at school and eco meetings.

 

Pupil voice - children have their ideas and thoughts heard.

Children are listened to by staff.

 

P.S.H.E curriculum and circle time allow children to voice their thoughts and opinions via the school’s suggestion box and school council discussions.

 

Child led curriculum- Classes choose about what topics they would like to learn about.

 

 

Children have their voice heard and a chance to make their own decisions based on their own and the class’s beliefs/decisions. E.g. playground changes are school council led.

 

Children are able to work cooperatively in pairs and groups as well as a whole school group.

The children have a growing understanding about respecting the views of others.

 

Children learn to listen to others and show respect that everyone is valued.

Children grow in confidence to share their ideas about what topics they would like to learn about.

 

Children have ownership of their learning and motivation is greater as children are learning about things they are interested in.

 

The Rule of Law

The importance of laws, whether classroom, school, or country rules are reinforced throughout our school. Pupils are taught the reasons why we need rules and that they protect and help us work together as a team. Children are also taught that there are responsibilities and consequences when rules are broken.

 

School/class rules.

Behaviour charts.

School Values.

Collective Worship.

Values assemblies.

School values/PSHE/ Citizenship lessons teaching the value and reasons behind laws.

On-line safety rules for at home and school.

Rules in different parts of the playground.

Community visitors; police, fire brigade, nurses.

No Outsiders lessons teaching the importance of the rule of law.

 

Children are able to recall the school/class rules.

Children decide together what their class rules are, thus greater ownership.

They have a developing understanding of right and wrong and an understanding of British laws.

Children understand the need to follow these rules and that there are consequences if adhered /not adhered to.

 

Individual Liberty

 

Pupils are actively encouraged to have the freedom to make choices. As a school we provide a safe and supportive environment for this to be achieved, whether it be through choice of activities, recording or participation in extra-curricular clubs.

 

Children make choices about topics in the creative curriculum.

Many opportunities are provided to make choices and exercise their personal freedom; especially through the PSHE curriculum.

 

Values assemblies.

On-line -safety lessons.

 

No Outsiders lessons – Explicit teaching of equal opportunities for all regardless of individuals, faith, ethnicity or gender.

 

Parents and community involvement by sending home the Values Bear to let all know about the values.

Variety of after school clubs.

 

Through our behaviour policy children know they have a choice and can choose the right or wrong behaviours. Children are taught there are consequences.

Children have a sense of self- respect and self-worth.

Children are confident and show independence of thought and action.

 

Children have grown in confidence and obtain strategies to solve problems at school and in the outside world.

 

‘Value of the Month’ information is shared with children and parents regularly through assemblies, newsletters and the website.

Mutual Respect

‘Respect’ is explicitly taught to the children through assemblies and the PSHE curriculum. Children understand that respect is shown to everyone, whatever differences we may have.

Children are kind, polite and respectful in how we behave towards others.

 

Values assemblies, collective worship, class time reflection, R.E and P.S.H.E curriculum.

 

Classroom and school rules.

Staff role models.

 

 

Children understand why ‘Respect’ is important and how to show it and behave with respect. Children’s’ behaviour demonstrates their excellent understanding of this value.

Respect is referred to at all times, by all staff.

 

Tolerance of those with different Faiths

 

Tolerance is explicitly taught to the children through assemblies and the PSHE curriculum. Tolerance of those of different faiths, ethnicity, gender or beliefs is achieved through helping the children to understand their own beliefs, ideas and opinions, then developing further by providing opportunities to learn about, appreciate and show respect of; other groups, the world and its people, and the environment.

 

 

Community visitors to school in special faith assemblies.

Special assemblies for Eid, Christmas, Diwali, Vaisakhi, Easter and Harvest.

Values assemblies, collective worship, class time reflection.

 

R.E. curriculum. Children make cards for all celebrations to send home for families to share in the celebrations.

No Outsiders lessons.

Parents are invited to special assemblies. Children respect others differences and faiths. They are able to talk about these faiths and how they are celebrated. Children learn about acceptance, tolerance and respect for others of different faiths, traditions and beliefs.

Encourage families to show respect and tolerance for all faiths and their celebrations.

Spiritual

The spiritual development of pupils is shown through…

 

The children’s approach to religious education throughout the school and their respect for people of all faiths and none.

 

The children’s educational visits to places of worship which include the main religions found in our country.

 

The children’s understanding that in our country there are people who believe in many different religions and the understanding of a person’s right to believe what they wish.

St. Martin's Church Trip

Year 2

Year 2 went to St. Martin's church in the Bull Ring. They were taught about the church and it's history. The children also learnt about how Christians celebrate Christmas.

Green lane Masjid

Year 1

The children went to Green Lane Masjid. They learnt about Islam how Muslims pray.

Moral

The moral development of pupils is shown through…

 

The children’s approach to friendships around school and the way in which our children conduct themselves around school and in the local community.

 

The children’s knowledge and understanding of the rules around school and why they are in place.

 

The way in which our children are encouraged to make decisions about their work and life which will impact on themselves and other people.

Sport Relief

The children took part in different sports throughout the day. We raised money for children less fortunate than ourselves.

Friendship Day

The children were taught about how to be a good friend. They understand that everybody needs friends and how being unkind can upset someone.

Social

The social development of pupils is shown through…

 

The children’s close friendship bonds around school and the way in which they interact with all children and adults.

 

The children’s knowledge and understanding of how to work as a team in sports and other lessons across the curriculum.

 

The way in which our children make decisions about what to do during their breaks such as using the playground, computers or other equipment.

A Factor Final

Picture 1
Picture 2
Picture 3
Picture 4

One child from each year group took part in the final of our talent show. The children all supported each other as they tried their best to win!

Our lucky winner was Adryan from 2B.

Cultural

The cultural development of pupils is shown through…

 

The respect that our children have for people of all faiths and none.

 

The work that the children have done about important people from our own history and the history of other countries.

 

The children's lessons in RE about religions and cultures in our own country and around the world.

Black History Day in the Nursery

The children learnt about people from another culture. They understood that we are all different and know that we must be kind and caring to everybody.

Ancient Greece

Year 4

Year 4 were learning about Ancient Greece. They were taught about the culture of the people living at the time.
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