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British values

British values

Schools are now expected to focus on, and be able to show, how we with work with students to effectively embed fundamental British values into learning.

British values display
British values display

The government set out their definition of British values in the 2011 Prevent Strategy which were reinforced in September 2014. These new regulations sit alongside the requirements of the Equalities Act, which also applies to all types of schools.

We agree with the Department for Education’s five-part definition of British values:

• democracy
• the rule of law
• individual liberty
• mutual respect
• tolerance of those of different faiths and beliefs

We are a Rights Respecting School and therefore British values are at our core. British values are promoted in much of what we do, during school assemblies, religious education and personal, social and health education sessions. The values are also integral to our vision and values.

As well as actively promoting British values, the opposite also applies: we would actively challenge pupils, staff or parents expressing opinions contrary to fundamental British values, including ‘extremist’ views.

The British values we promote are not unique to Britain. We acknowledge that they differ in no way from the values of the many countries and the cultural backgrounds represented by families at Diamond Hall.

Below are just a few examples of how we promote British values. The first section is a general overview; the others are specific expectations set out by Ofsted.

Being part of Britain

As a school, we value and celebrate the diverse heritages of everybody at Diamond Hall. Alongside this, we value and celebrate being part of Britain. In general terms, this means that we celebrate traditions and customs in the course of the year; for example, Harvest Festival during the autumn term and trips to the local church at Christmas. We also value and celebrate national events; a recent example is the Queen’s 90th birthday.

Further, children learn about being part of Britain from different perspectives. Two specific examples of when we teach about being part of Britain are:

Geographically: Our rivers, coasts and seaside holiday topics ensure that children have a better understanding of what Britain is, learning more about:

  • its coasts, rivers and mountains
  • where Britain is in relation to the rest of Europe and other countries in the world

Historically: Key moments in British history are studied in the topics such as ‘WW2’ and significant historical figures.

Democracy

Children, parents and staff have many opportunities for their voices to be heard at Diamond Hall. 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, pupils vote in secret using ballot boxes etc. Made up of one representatives from each class, the School Council meets regularly to discuss issues raised by the different classes.

Another example of ‘pupil voice’ is:

  • children are asked to respond and reflect on the teaching and learning they receive as well as make suggestions for the School Council to consider.

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 a heightened sense of both personal and social responsibility and is demonstrated on a daily basis by our pupils.

Parents’ opinions are welcomed at Diamond Hall through methods such as questionnaires, surveys at parent afternoons and parents evenings.

Rules and laws

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 creates a class charter linked to the rights of the child to create an agreements of behaviour between all pupils and the class teacher.

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:

  • visits from authorities such as the police
  • during Religious Education, when rules for particular faiths are thought about
  • during other school subjects, where there is respect and appreciation for different rules

Individual liberty

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, we provide boundaries for our pupils to make choices safely; for example:

  • choices about what learning challenge or activity
  • choices about how they record their learning
  • choices around the participation in extra-curricular activities

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 PSHE lessons.

Mutual respect and tolerance of those with different faiths and beliefs

Diamond Hall serves an area which is culturally diverse and we are proud to promote and celebrate our different backgrounds and beliefs. Tolerance, politeness and mutual respect are at the heart of our aims and ethos. 

Our pupils know and understand that it is expected that respect is shown to everyone and to everything, whatever differences we may have. Children learn that their behaviour choices have an effect on their own rights and those of others. All members of the school community are encouraged to treat each other with respect.

Specific examples of how we at Diamond Hall enhance pupils’ understanding and respect for different faiths and beliefs are:

  • through Religious Education, PSHE and other lessons where we develop awareness and appreciation of other cultures – in English through fiction and in art and music by considering cultures from other parts of the world.
  • celebrating cultural differences through assemblies, noticeboards and displays.

Whilst instances contrary to our values are relatively rare, each is treated seriously in line with our policies and expectations.