Otterbourne Church of England Primary School
British Values Statement
The DfE have reinforced the need "to create and enforce a clear and rigorous expectation of all schools to 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."
Otterbourne Church of England Primary School is committed to serving its community and surrounding areas. It recognises the multi-cultural, multi-faith and ever-changing nature of the
United Kingdom, and therefore those it serves. It also understands the vital role it has in ensuring that groups or individuals within the school are not subjected to intimidation or radicalisation by those wishing to unduly, or illegally, influence them.
Our school, accepts admissions from all those entitled to an education under British law, including pupils of all faiths or none. It follows the policies outlined by its governing body regarding equal opportunities, which guarantee that there will be no discrimination against any individual or group, regardless of faith, ethnicity, gender, sexuality, political or financial status, or similar. It seeks to serve all.
The Government emphasises that schools are required to ensure that key ‘British Values’ are taught in all UK schools. The government set out its definition of British values in the ‘Prevent Strategy’ - values of:
• The rule of law
• Individual liberty
• Mutual respect
• Tolerance of those of different faiths and beliefs
Democracy is common within the school where the promotion of democratic processes, fostering the concept and application of freedom of speech and group action to address needs and concerns, are heard through our School Council, Play Leaders, Peer Mentors and through pupil questionnaires. The annual election of House Captains provides children with a first-hand experience of the democratic process at work and mirrors prevailing practice in the country.
Also key to this is the concept of holding others to account, including those in positions of authority and influence. Our school behaviour policy also involves rewards, the formulation and review of which pupils are involved in.
The Rule of Law
The importance of laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school days, as well as when dealing with behaviour and through school assemblies. 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.
Within school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young pupils to make choices safely, through provision of a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely; for example through E-Safety and PSHE lessons. Whether it is through choice of challenge, of how they record, where they work, how they present their learning outcomes or participation in our numerous extra-curricular clubs and opportunities, all pupils are given the freedom to make choices.
Our school core values, chosen by the children through a process of consultation include ‘Respect’, and pupils have been part of discussions and assemblies related to what this means and how it is shown. These ideas are reiterated through the school and classroom rules, as well as our behaviour policy. Additional support is provided for individual pupils, through ELSA work with children. This support helps to develop self-esteem and to practise strategies pupils can employ to demonstrate their respect for others.
Tolerance of those of Different Faiths and Beliefs
This is achieved through enhancing pupils’ understanding of their place in a culturally diverse society and by providing opportunities to experience such diversity. Assemblies and discussions involving prejudices and prejudice-based bullying have been followed and supported by learning in RE and PSHE. Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school. Through a wide range of activities, and the deliberate planning of the whole school curriculum, British Values are shared, experienced and understood. Examples of how this is achieved are included below. The list is not exhaustive, and represents only some of what we do.
Children develop the skill base required to access/share information; making/expressing decisions and applying these to society and the world. These include the understanding and use of money, effective writing and reading skills, collaborative work, to discuss and research ideas and concepts, and gain a broad and balanced understanding of the society in which they live.
Aspects of study beyond core skills include historical and geographical context of the United Kingdom, incorporating local and national identity, as well as international comparisons.
Our school makes the best use of opportunities as they arise, for children to learn
about events in the past which have shaped the future.
At the start of the academic year, all children were involved in a special whole school remembrance service, commemorating those who have served or fallen in war time. Governors and many parents joined us for this service alongside active and retired members of the village who are connected with the armed forces. The service was led by children and involved them in sharing, eloquently and compassionately their feelings and observations linked to war. Visitors contributed to bible readings, children’s prayers were shared, and subsequently a wreath was layed at the Village War Memorial whilst a bugler played the last post.
Throughout our taught curriculum, children undertake a range of history topics about the development of Britain through different periods. These include understanding how Britain changed throughout periods such as the Stone Age and Iron Age, the effect of the Romans in Britain and how the Anglo-Saxon period affected change within the country.
These topics are alongside opportunities to study aspects throughout British history that extend pupils’ knowledge of themes, such as places of significance locally from 1066 and the study of Winchester Cathedral undertaken by Year 5 children. As a whole school, we have celebrated both the Olympics and Paralympics and other national events including current Royal milestones.
Whole school daily acts of collective worship/assembly:
The sharing of stories, images, events, music and expectations that, with clarity and precision, promote the values expressed. Such proceedings vary in the methodology of delivery in order to secure interest and understanding and are designed to impact on children regardless of knowledge, experience or cognitive maturity. As a Church school, collective worship focuses on Christian values that are shared with other faiths and, as such, seeks to include, engage and value children of different faiths.
Children gain a greater understanding of religious diversity and practices, which covers key religions represented in the UK. We follow the Hampshire Agreed syllabus ‘Living Difference III’ and the Diocesan produced resource Understanding Christianity to support and develop the R. We also use the SEAL materials to enhance PSHE.
We actively promote the concept of ‘fair play’, following and developing rules; inclusion, celebrating and rewarding success; being magnanimous in defeat and participation in activities that promote kinship and affiliation with others. There are many opportunities for all pupils throughout their time in school, to participate in competitions and events which promote these values, for example, basketball, football, rugby, netball, cross country, cricket and athletics tournaments.
All pupils participate in a range of physical and athletic activities within sports days, as well as local athletic meets. These take place within the school grounds, at other school facilities, as well as at venues around the county.
Should you feel that the school is not meeting this requirement, you should contact the school office and request to express your concerns to the Headteacher. Likewise, if you feel that anyone working at the school is, intentionally or otherwise undermining these values, you should report this to the Headteacher.