SMSC British Values
We follow 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. Our school is dedicated to preparing students for their adult life beyond the formal, examined curriculum and ensure that we promote and reinforce British values to all our students.
The Department for Education has introduced a statutory duty for schools to promote British Values more actively, and to ensure they are taught in schools.
The government set out its definition of British values in the 2011 Prevent Strategy. The five key British Values are:
The rule of law
Tolerance of those of different faiths and beliefs
Our school uses strategies within the curriculum and beyond, to secure such outcomes for students. The examples that follow show some of the many ways that Bollin Primary seeks to instil British Values.
At Bollin Primary we are committed to serving our community. We recognise the multi-cultural, multi-faith and ever-changing nature of the United Kingdom. We also understand 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.
Examples of how we promote Democracy:
- We have an active and engaged School Council – making decisions on a regular basis re: policies, child-friendly safeguarding information, behaviour system, involved in the interview process, fundraising events etc.
- Regular dialogue with our pupils, seeking their viewpoint, as we further plan to move our school forwards.
- Parent questionnaires provide valuable information about parent perceptions on the strengths of our school and areas for improvement.
- Democracy is taught through the curriculum. Pupil voice has an influence upon much that goes on or is decided, within our school.
- Pupils are given the opportunity to give their viewpoint throughout the curriculum; they are invited to listen to alternative viewpoints and accept/respect that there may be differences.
- Year 6 Prefect roles and responsibilities.
- Developing use of Cooperative learning strategies.
2. The Rule Of Law
Examples of how we promote The Rule of Law:
- Strong behaviour system in place.
- Our Golden Rules are continually promoted.
3. Individual Liberty
Examples of how we promote Individual Liberty:
Pupils actively encouraged to take responsibility for their own learning.
- Kindness Policy promoted.
- Open and honest culture.
- Open door policy for parents/ carers to discuss worries or concerns.
- Strong pastoral team to support friendship issues / any issues that individuals may need support with.
- Child Protection Policy – school is dedicated to keeping pupils safe.
4. Mutual Respect
Examples of how we promote Mutual Respect:
- Peer marking – offer suggestions to each other, in a sensitive and constructive way to support moving their work forward.
- Cross Class communication of achievements (classes of differ.
- Children sharing their learning with each other.
5. Tolerance of those of Different Faiths And Beliefs
- Examples of how we promote Tolerance of those of Different Faiths and Beliefs:
- Celebration and integration into the curriculum about other faiths/beliefs.
- Follow SACRE curriculum for RE.
- Visits to places of worship to further develop understanding of faiths.
- Encouraged to share faiths and beliefs within school such as fasting, leave for religious observance is granted etc.
What is Prevent?
The Prevent strategy was published by the government in 2011 and is a key part of CONTEST, the Government’s counter-terrorism strategy. It aims to stop people becoming terrorists or supporting terrorism. The strategy aims to respond to the ideological challenge of terrorism and those who promote it, prevent people being drawn into terrorism, and work with sectors and institutions where there are risks of radicalisation.
The Brief for Schools
Schools should ensure that their safeguarding arrangements take into account the procedures and practice of the local authority as part of the inter-agency safeguarding procedures set up by the Local Safeguarding Children Board (LSCB). Schools’ child protection policies should describe procedures which are in accordance with government guidance and refer to locally agreed inter-agency procedures put in place by the LSCB. Extra responsibility and duty will be placed upon schools to recognise what vulnerabilities can look like and to be able to refer concerns confidently through the dedicated safeguarding route known as Channel. (Channel is a multi-agency safeguarding programme which operates throughout England and Wales. It provides tailored support to people who have been identified as at risk of being drawn into terrorism).
Responsibilities of Governors And Teachers
Senior management and governors should make sure that staff have training that gives them the knowledge and confidence to identify children at risk of being drawn into terrorism and challenge extremist ideas which can be used to legitimise terrorism and are shared by terrorist groups. They should know where and how to refer children and young people for further help. Prevent awareness training will be a key part of this. Senior management and governors are expected to assess the risk of pupils being drawn into terrorism, including support for the extremist ideas that are part of terrorist ideology.
What Training Do Staff Require?
The Prevent for schools website suggests that schools can demonstrate good leadership and management in tackling extremism by providing training that gives staff the knowledge and confidence to identify children at risk of being drawn into terrorism and challenge extremist ideas which can be used to legitimise terrorism and are shared by terrorist groups. Prevent awareness training will be a key part of this.