The DfE (Department for Education) have highlighted a need in recent years for all schools to promote British values through their work with children.  This was articulated recently in the document Promoting fundamental British values through SMSC published in November 2014. The document describes the need, "to create and enforce a clear and rigorous expectation on 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."

At Iford and Kingston CE Primary School we address these requirements in a wide variety of ways; through the general ethos of the school which promotes mutual respect and encourages a sense of fairness and co-operation; through the PSHE work which takes place in the school and focuses specifically on issues around individual liberty as well as responsibilities to others; through our daily assemblies which articulate Christian themes such as Charity and Compassion; through the whole school themes, which also inform assembly planning, such as Kindness and Resilience; through the work in RE which teaches, and gives children the opportunity to discuss, not only the beliefs and practices of Christianity in its different forms, but also the beliefs and practices of Judaism, Islam and Hinduism.

Democracy

• Children at Iford and Kingston CE Primary have the opportunity to contribute their ideas through the School Council and through class discussions and circle times;

• Buddies lead younger children through the transition phase as they enter YR and continue to work with them, in the class and at playtimes, throughout the school year;

• Pupil voice is a significant part of monitoring and learning walks involving subject leaders, senior staff and governors;

• Teamwork  and co-operation are consistently modelled by staff, both in lessons and throughout the school day;

• Policies encourage and actively promote ideas such as co-operation, consideration for others and listening skills;

• Issues relating to democracy, both current and historical, are discussed in an age-appropriate way in classes and in assemblies and whole-school contexts.

Rule of law

• The school rules are simple and focus on children's rights and responsibilities towards others;

• The rationale behind rules is discussed, as well as the need to follow rules;

• Rewards and sanctions are understood as a feature of school life and the choices made by individuals whenever rewards and sanctions are applied;

• Visits by police officers, fire officers and others reinforce the ways in which we all live by laws.

Individual liberty

• The importance of choices and their impact on others is regularly discussed through assemblies, PSHE and RE work as well as through the application of the Behaviour Policy;

• Children are offered choices, and helped to refine their decision making, in their learning;

• The Behaviour Policy rewards good decision making, whilst also offering a fresh start following a sanction for poor decision making;

Mutual respect

• Respect between children, between adults and between children and adults underpins relationships and is frequently commented on by visitors to the school;

• Assemblies and PSHE work address respect as a specific theme and allow children opportunities to discuss and reflect on its importance;

• Different backgrounds, languages and nationalities are respected and children are encouraged to share their experiences;

• The school's charity work both raises money for vulnerable groups, locally and internationally, and raises children's awareness of the diversity of experiences that people have in this country and around the world.

Tolerance of other faiths and beliefs

• The school's teaching of RE gives children knowledge and understanding of the religions of Christianity, Judaism, Hinduism and Islam and stresses the shared themes and similarities that run throughout the religions, as well as the differences;

• Resources collected by the school help to illustrate different faiths, further developing children's understanding of them;

• The school community includes families who practice several faiths, as well as none, and we positively value those faiths and beliefs;

• The school actively seeks to engage members of other faiths to speak and share their beliefs in assemblies and classes.

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