British Values

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

Schools will be expected to focus on, and be able to show, how our work with pupils is effective in embedding fundamental British values.

At Brough Primary School we promote the core British values of democracy, the rule of law, individual liberty and mutual respect and tolerance towards those of other faiths.

These values are central to the school’s ethos and can be seen throughout the school’s life. Some examples of core British values at our school are outlined below.

Pupil Voice is an integrated aspect of school life and the children of Brough Primary school understand that the democratic process is an effective way to do this. All children are encouraged to debate topics of interest, express their views and make a contribution to matters that directly involve pupils. Children also have the opportunity to have their voices heard through the school council and surveys.

  • Members of the school council are elected by their own class using a democratic voting system
  • School council representatives
  • Children discuss and agree their class rules
  • Children have an active involvement in the selection process of new staff
  • There are open auditions or trials for performances and competitions
  • Pupil surveys e.g. ideas for purchasing playground equipment

Pupils will encounter rules and laws throughout their lives. We want our pupils to understand that whether these rules govern the class, the school, the community or the country, they are set for good reasons and should be adhered to.

  • Behaviour policy – consistent whole school approach to behaviour with agreed sanctions
  • Following class rules
  • Following rules during sporting events, competitions and during team games
  • Children are helped to distinguish the difference between right and wrong – in the classroom, during assemblies and on the playground
  • Pedestrian, cycle and scooter training
  • E-safety and fire initiatives
  • Class discussions and debates relating to topics and current news

 

Everyone in the school works together to create a positive culture at Brough Primary School, so that the children are in a safe environment where choices and freedoms are encouraged.

  • Clubs and activities are open to all children
  • Following class rules
  • Providing opportunities for children to develop their self-esteem through sharing achievements and successes
  • Looking after personal and school equipment in the classroom and around the school
  • Carrying out jobs in class and around the school e.g. book monitors, door monitors, lunchtime helpers
  • Freedom to makes choices by joining extra-curricular activities.

 

 

Our pupils learn together with respect for each other. We value and celebrate our peers. Pupils know that we respect and appreciate each other no matter what differences may exist.

  • The pupils know and understand that it is expected that respect is shown to everyone.
  • R.E. curriculum – knowledge, discussion of other faiths (beliefs and celebrations)
  • Performances to the whole school: Nativity plays, Diwali and Christingle Service
  • Charity work – shoe boxes, Hull and East Riding Food Bank, Children in Need, Children’s society.
  • Multicultural assemblies, stories and music
  • Topic work studying various countries, people and cultures
  • Celebrate national events
  • Links and visits are promoted with local faith communities and places of worship. For example, members of different faiths or religions are invited to school and we attend events where people of other faiths discuss their religion and share their knowledge.

Tolerance of those with different faiths and beliefs is the idea that we understand that people in our community may believe different things to us, but we accept their right to believe in what they want to believe in and we do not impose our own beliefs on them.

By cultivating an open mind, learning about other cultures and people, and broadening our horizons, we increase our ability to understand and accept others.

  • Accepting people’s traditions and religions
  • Accepting LGBTI+ and non-binary definitions
  • Accepting people’s political stances
  • Tolerating dress codes
  • Accepting people you don’t get along with in 
  • A cultural and diverse curriculum in which other religions and worldviews are studied.

‘Cultural Understanding: Pupils are taught to recognise and respect different cultures and religions in wider society… They understand the broader make-up of the community and society that they are a part of.’

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‘Safeguarding: The school has effective safeguarding arrangements, ensuring the safety and well-being of all pupils.’

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‘Caring and Respectful Environment: The school fosters a culture of respect and kindness. Relationships between staff and pupils are warm, and there is a strong sense of community and family within the school. Pupils feel safe and trust the adults to support them.’

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‘Governance and Leadership: The school’s governors are well-informed, offering both support and challenge to leaders. They are also conscious of staff well-being, contributing to a positive working environment for staff.’

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‘School Environment:
This is a school that is built upon respect and kindness. Relationships between adults and pupils are warm and caring. A sense of family and community runs through the school.’

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‘Extracurricular Activities and Cultural Awareness: Pupils participate in a wide range of activities beyond the classroom, such as residential experiences. They are also taught to respect different cultures and religions, helping them understand and reject prejudice and discrimination.’

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‘Governance and Leadership: Governors understand their roles. They assure themselves that what leaders tell them is reflected in the reality of pupils’ experiences. They offer support and challenge to leaders.’

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‘Curriculum Development: The curriculum has been developed to help pupils build knowledge over time. There is evidence of students connecting previous learning to current lessons, indicating a well-structured curriculum.’

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‘Inclusive Support for SEND Pupils: The school provides tailored support for pupils with special educational needs and/or disabilities (SEND), particularly through its “The Bridge” provision. Pupils with complex needs are encouraged to manage their emotions, which positively impacts their learning.’

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‘Phonics and Reading: Pupils enjoy reading and being read to. The phonics curriculum begins early in Reception, and staff receive regular training to deliver it effectively. There is a strong reading culture, especially in the early years.’

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‘Curriculum:
This work is beginning to give pupils opportunities to build more knowledge over time. For example, Year 2 pupils talk confidently about their learning about The Great Fire of London from Year 1, and how this connects to current learning in history.’

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‘Positive Behavior and Role Models: Older pupils act as role models for younger ones, helping them with manners and routines. The school maintains a calm and orderly environment, contributing to a feeling of safety for the pupils.’

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‘Support for SEND Pupils: Pupils with complex special educational needs and/or disabilities (SEND) who access ‘The Bridge’ are given bespoke support to help them in their learning.’

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‘Pupil Safety and Trust: Pupils say they feel safe and that they trust adults to help them.’

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‘Behavior Management: Adults manage behaviour in a consistent way. Pupils say that adults are fair. Leaders have ensured that there are clear routines that pupils follow around school.’

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‘Enthusiasm for Learning: Pupils are enthusiastic about their learning. They begin their work enthusiastically and present their work with pride.’

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‘Engaged Learners: Pupils are enthusiastic about learning, show pride in their work, and consistently follow the clear routines set by the school. This contributes to a positive learning environment.’

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‘Role Models:
Older pupils enjoy role-modelling good manners and routines to children in Reception during lunchtime.’

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