British Values

British values can play an important role in education and how well a school promotes such values is an aspect of Ofsted’s inspection process.

British values are promoted in so much of what we do and are integral to our mission statement.

British Values in Blessed Dominic Catholic Primary School

Democracy
What could the adults do and provide?
• Ensure that everyone has a right to have a say
• Ensure the child’s, parent’s and staff’s voice is heard Support children to take turns
• Encourage children to share
• Support children to become independent and take responsibility
• Support children to learn boundaries
• Give children the opportunities to make choices
• Promote an climate to share opinions and ideas
• Ensure that children are listened to
• Respect everyone as an individual
• Role model behaviour
• Celebrate differences in people
• Support children to have a positive sense of their own identity and culture
Possible Evidence
• Pupil Voice
• School Council – children voting for their class representative
• Pupil Questionnaires
• Parent Questionnaires
• Staff Questionnaires
• Parents Support Group
• ‘Friends’ of St Agnes (FOSA)
• Staff Meetings/Briefings
• School Mission Statement
• School Behaviour Policy
• Religious Education Lessons
• Cross Curricular Speaking and Listening opportunities
• House Captains/Play Leaders/School Council
• Assemblies that emphasise the commandment – to love your neighbour as yourself/The Good Samaritan/the story of Zacchaeus etc.
• Visitors to school ie MP, local councillors
• Lenten/Advent Charity Work
• Science: every one is different/Journey in Love
• Displays
• High expectations of behaviour and what can be achieved by each individual
• International Week
• Geography curriculum
• Website
• Feedback to children re behaviour/work.
• Circle Time Appraisal/Review meetings

The Rule of Law
What could the adults do and provide?
•Support children to understand right and wrong
• Support children’s understanding of how the law of the land and our school rules reflect the 10 Commandments
• Share and support the rules of the setting with all stakeholders
• To ensure children have an understanding of the consequences of their actions
• To ensure there is no discrimination within the setting
• To ensure that any discrimination identified is addressed within the setting
• To ensure children have a sense of fairness
• Listen to the child’s voice when deciding the setting’s rules and boundaries
Possible Evidence
•The children’s creation of their own class rules based on the ‘School Rules’.
• School Behaviour Policy shared with all stakeholders – also on the website.
• Pupil Voice
• Circle time/Religious Education Lessons/Sacrament of Reconciliation.
• Children encouraged to take responsibility for their own actions.
• System of ‘Restorative Justice’.
• Safeguarding/Anti-bullying/SEND policies.
• Behaviour log/Bullying log/Racist incidents log
• Pupil Voice
• School Council
• School Assemblies on the theme of fairness/discrimination
• Support from local police liaison officer – ie assemblies to introduce themselves and to reinforce the law of the land.
• Support from traffic wardens etc to reinforce local laws.
• Home/School Agreements
• Key Stage Booklets.
• Pupil/Parent Questionnaires.
• Staff meetings re behaviour/anti-bullying.
• Anti-Bullying week.
• Visitors to school – people who help us.
• British History topics outlining how law has evolved.

Individual Liberty
What could the adults do and provide?
• Plan for individual children
• Ensure all information about the child progress and development is shared with both child and parents.
• Ensure children have access to resources
• To support parental choice
• To support the rights of the child
• To support children to make the right choices
• To listen to everyone’s point of view
• To ensure all stakeholders are considerate of others and the environment
Possible Evidence
• Mission Statement
• RE Curriculum – encouraging children to respect both themselves and others
• Target setting with children
• Encouraging good listening skills
• Pupil Voice
• Differentiation in planning/teaching
• Encouraging the children to be independent and reflective learners
• ECHP’s Medical plans etc
• Parents/Pupil Meetings.
• Reports to parents
• Behaviour Policy
• Anti-bullying policy
• Safeguarding Policy.
• Home School Agreement.
• School Website
• Encouraging an understanding of the rights of the child through CAFOD and Childline – and visitsfrom them.

Mutual Respect
What could the adults do and provide?
• Provide opportunities to consult parents
• To work together as a team respecting each other
• To ensure parents are involved in their children’s learning
• To provide positive role models
• To value individuality
• To value all cultures and beliefs
• To respect all languages
• To respect each other’s space
• To ensure all stakeholders feel safe and secure
Possible Evidence
• Positive Role models – adults and children
• Good behaviour
• RE Lessons emphasising that every person is unique and ‘created in the image of God’
• Mission Statement
• Parent Forum
• Parent questionnaires
• Learning about other faiths
• Learning about other cultures – geography
• Celebrations – such as International Week, Gospel Assemblies
• Celebrating festivals of other cultures ie Diwali, Chinese New Year
• Links with local and deanery schools
• Charity work
• Website Ethos/vision statement
• Displays around the school
• Stories
• Circle time

Tolerance Of Those With Different Faiths And Beliefs
What could the adults do and provide?
• To combat discrimination through awareness
• To ensure ethos of setting reflects an awareness of all cultures and beliefs
• To have knowledge and understanding of other cultures and beliefs
• To celebrate diversity within and outside the setting
• To role model behaviour and attitudes towards others
• To encourage all parental input in the setting
Possible Evidence
• Assemblies – ie anti- bullying, Gospel Assemblies based on how Jesus encouraged tolerance in such stories as the’ Good Samaritan’ and the ‘Woman     at the Well’
• Class discussions
• Study of other faiths
• Visits
• Ethos/vision
• Website
• Celebrations
• Festivals
• Parental involvement