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SMSC

Promoting British Values

 

The Government set out its definition of British values in the 2011 Prevent Strategy, and the importance of these values was again raised in 2014. British values are reinforced regularly and in the following ways:

 

Democracy

Each year the children decide upon their class rules and discuss their rights and responsibilities associated with this. All children contribute to this process and throughout the year are given opportunities for their opinions and concerns to be heard. Our School Council which is elected by our pupils through a democratic process, discuss issues raised in classes. Monthly circle time meetings also provide children with a forum in which important matters can be raised. This year we have addressed issues such as;

  • Bullying

  • The plight of asylum seekers and refugees

  • Why manners are important

  • The importance of healthy eating

  • Overcoming poverty

 

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 the school day and through the school’s Behaviour policy. Pupils are taught the value and reasons behind rules (laws), the responsibilities that these involve and the consequences when rules are broken. Visits from authorities such as the Police and Fire Service have contributed towards reinforcing these messages as well as visits to the Town Hall in which Year 1 & 2 were taught about crime and punishment.

 

Individual Liberty

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. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to do this safely, for example through e-safety and PSHE. Our Behaviour management focuses on pupils taking responsibility for their own behaviour and the need to make good choices. We also actively promote an anti-bullying culture though regular and open discussion, displays and assemblies.

 

Mutual Respect and Tolerance of those with different Faiths and Beliefs

Mutual respect is a key value that we promote throughout the school. All members of the school community treat each other with respect and children learn that their behaviours have an effect on their own rights and those of others.

 

In addition to our RE and PSHE teaching, assemblies are regularly planned to reinforce this either directly or through the inclusion of stories and celebrations from a variety of faiths and cultures.

 

Traditional values of empathy, respect and tolerance are reinforced. Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school.

 

Glebelands is made up of a community which is increasingly becoming more culturally diverse and we therefore place great emphasis on promoting respect and tolerance. The pupils enjoy a broad and balanced curriculum which celebrates individuality.

We will actively challenge pupils, staff or parents expressing opinions contrary to fundamental British Values, including ‘extremist’ views.

 

SMSC

At Glebelands Primary School, we recognise that the personal development of pupils, spiritually, morally, socially and culturally plays a significant part in their ability to learn and achieve. We therefore aim to provide an education that provides children with opportunities to explore and develop their own values and beliefs, spiritual awareness, high standards of personal behaviour, a positive caring attitude towards other people, an understanding of their social and cultural traditions and an appreciation of the diversity and richness of other cultures. This is embedded throughout all aspects of school life.

 

Spiritual

Pupils' spiritual development is shown by their:

  • Beliefs, religious or otherwise, which inform their perspective on life and their interest in and respect for different people's feelings and values.
  • Use of imagination and creativity in their learning

 

Moral

Pupils' moral development is shown by their:

  • Ability to recognise the difference between right and wrong and their readiness to apply this understanding in their own lives.
  • Interest in investigating, and offering reasoned views about, moral and ethical issues

 

Social

Pupils' social development is shown by their:

  • Willingness to participate in a variety of social settings, cooperating well with others and being able to resolve conflicts effectively.

 

Cultural

Pupils' cultural development is shown by their:

  • Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage.

 

At Glebelands, we have a programme of whole-school assemblies to provide a thoughtful and wide ranging promotion of SMSC to prepare pupils for life in Modern Britain.

 

 

Autumn Term

Spring Term

Summer Term

Harvest Festival

Anti-Bullying

Road Safety

Christmas

Hannukah

Restorative Justice

Chinese New Year

Vaisakhi

School of Sanctuary

Anti-Poverty

E-Safety

 

Eid

Celebrating Sporting Achievements

Anti-Bullying

 

 

 

The Glebelands curriculum is also designed to encompass all of our SMSC values.  Our RE curriculum provides children with a wide coverage of religious faiths and beliefs and reinforces the values expected of citizens living in a diverse and multi-cultural society. 

 

Cross curricular links are made wherever possible to allow children the opportunity to explore and develop their own thoughts and attitudes and express them in creative and unique ways. Debating, for example, allows children to consider alternative views and opinions in all manner of subjects. These have, for instance, included evaluating the impact which Christmas has on families (Y6) to the arguments for and against the wearing of school uniforms. (Y3) 

 

Values led education develops a clear moral code. Children respond positively to the school’s expectations of behaviour. The Restorative Justice approach to dealing with playground conflict which was introduced at the beginning of the academic year, has been successfully embedded and monitored with training for next year’s cohort already in the planning stages.

 

Whole-school circle time reinforces this further with monthly sessions focusing on how we can lead a healthy, respectful and an enriching lifestyle, while all the time considering others with whom we share our world.