Friday, 21 July 2017

British Values

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British Values Statement

St. Patrick’s Catholic Primary School

 

The Department for Education has introduced a statutory duty for schools to promote British Values more actively from September 2014, and to ensure they are taught in schools.

St. Patrick’s Catholic Primary School is committed to serving its community.  It recognises the multi-cultural, multi-faith and ever-changing nature of the United Kingdom.  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.

It follows equal opportunities guidance which guarantees that there will be no discrimination against any individual or group, regardless of faith, ethnicity, gender, sexuality, political or financial status, or similar. St. Patrick’s Catholic Primary Schoolis dedicated to preparing students for their adult life beyond the formal, examined curriculum and ensuring that it promotes and reinforces British values to all its students.

The government set out its definition of British values in the 2011 Prevent Strategy.

The five key British Values are:

  • Democracy
  • The rule of law
  • Individual liberty
  • Mutual respect
  • Tolerance of those of different faiths and beliefs

The school uses strategies within the national curriculum and beyond to secure such outcomes for students. The examples that follow show some of the many ways St. Patrick’s seeks to instil British Values.

 

DEMOCRACY

We have an established school council which seeks to find out the views and wishes of the children. The school council meet on a regular basis and they make a positive contribution to the school.

The children are involved in making important decisions in school, such as the composition of school rules, the mission statement and our St. Patrick’s Learner skills.

SLT and subject leaders regularly seek the views of the children through pupil interviews, which are recorded, fed back to staff and help to inform our evaluations.

The children regularly contribute to local and worldwide charities, including CAFOD, through an innovative curriculum. Examples of this include ‘Kind and Caring Sponsorship’ for Lent, Mary’s Meals and craft fayres.

Children of all ages in our school have the opportunity to engage in extended learning provision. This includes Arts and crafts, cookery, ‘Multi-skills’ and sports clubs and core subjects such as Maths and Science.

We hold discussions within class as part of our literacy curriculum, such as debates and arguments.

During circle time we listen to one another and take on board other people’s thoughts and feelings.

 

THE RULE OF LAW

The school has ‘Behaviour Scouts’. Scouts are representatives from each class and they look out for and reward positive behaviour in their own classes and around the school. The scouts engage in observations during lessons and play/lunchtimes/dinner hall. They regularly meet with a member of the SLT.

School rules are reinforced regularly and were written in conjunction with the pupils. We discuss why rules are needed and what would happen if we did not have rules.

We have a golden time behaviour system in school, which is linked to the school’s golden rules.

Our local PCSO regularly delivers assemblies to the whole school about conduct, for example, Stranger Danger and Cyber bullying’.

Children have a weekly assembly based on social/emotional and moral themes.     

INDIVIDUAL LIBERTY

The school has robust behaviour and anti-bullying policies.

We have established golden rules as well as playtime rules. Through the rules, the children are encouraged to make informed choices.

We have whole school focuses based on areas of restorative justice e.g. Respect

The school has successful nurture provision, and focus groups. This helps to support the children in their social skills, community skills and is restorative in its nature.

Children in each year group are given responsibilities/monitors. This includes: Organising golden time, organising classroom resources, play leaders, behaviour scouts, school council, assembly, collective worship etc.

Children in our school feel safe, and we monitor this regularly through pupil interviews.

We ensure that all staff have regular safeguarding and child protection training.

MUTUAL RESPECT

Respecting one another is one of our school’s golden rules.

Respect in our school is taught through the curriculum, during PSHE and R.E lessons, but also through whole school focus work, assemblies, lessons and extracurricular activities.

We ensure that anti bullying and E safety is regularly taught in each academic year.

Our nurture group learn respect for others and self-respect, they learn better communication skills and take pride in behaving well.

We have established class links where Key Stage Two classes are linked with a Key Stage One classes. The classes work together for peer reading and joint projects.

We also have international links with other school to promote a mutual respect of each other’s lives and cultures.

Our school regularly competes in sports competitions, including football, rugby, gymnastics, netball, cross country. We take pride in our participation and success in these events and place an emphasis on good sportsmanship.

The children regularly contribute to local and worldwide charities.

TOLERANCE OF THOSE OF DIFFERENT FAITHS AND BELIEFS

The school has Equalities Policies and accessibility plans in place.

We are proud to have been awarded an ‘International School’ full award for our work on promoting positive global attitudes, our work with international partners, and appreciation of diversity.

Our strong R.E curriculum supports our children’s understanding of other faiths and beliefs.

We study other cultures through our topic work, which includes African and Indian cultures, and a wider range of cultures through our ‘Art’s week’.

Cultural festivals are celebrated/ learned about throughout the year, as well as being reflected on during assemblies.

SEND focus (dyslexia, ADHD, Autism nurture) Staff have regular training in these areas and we have individual /inclusive provision for children with specific SEND needs.

As part of our curriculum, we visit other places of worship and have visitors from different faiths in to our school.