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British Values

Community in Action!- Sharp Lane singing at Nesfield Lodge April 2016

Community in Action!- Sharp Lane singing at Nesfield Lodge April 2016 1
Community in Action!- Sharp Lane singing at Nesfield Lodge April 2016 2
Community in Action!- Sharp Lane singing at Nesfield Lodge April 2016 3
Community in Action!- Sharp Lane singing at Nesfield Lodge April 2016 4
Community in Action!- Sharp Lane singing at Nesfield Lodge April 2016 5
Community in Action!- Sharp Lane singing at Nesfield Lodge April 2016 6
Community in Action!- Sharp Lane singing at Nesfield Lodge April 2016 7
Community in Action!- Sharp Lane singing at Nesfield Lodge April 2016 8
Community in Action!- Sharp Lane singing at Nesfield Lodge April 2016 9
Community in Action!- Sharp Lane singing at Nesfield Lodge April 2016 10

The Queens 90th Birthday May 2016

The Queens 90th Birthday May 2016 1
The Queens 90th Birthday May 2016 2
The Queens 90th Birthday May 2016 3

Celebrating VE Day at Sharp Lane - 8th May 2015

Celebrating VE Day at Sharp Lane - 8th May 2015 1

British Values at Sharp Lane

 

In June 2014, David Cameron emphasised the important role that British values can play in education. Further, how well a school promotes such values is an aspect of Ofsted’s inspection process.

Although in 2014-15 this is something which is developing in its significance for schools, it is not something new at Sharp Lane Primary. British values are promoted in so much of what we do, not least during our school assemblies, Religious Education and Social and Emotional Aspects of Learning (SEAL) sessions. The values are integral to our long-standing visual ethos statements.

As well as actively promoting British values, the opposite also applies: we would actively challenge pupils, staff or parents expressing opinions contrary to fundamental British values, including ‘extremist’ views. This is in line with our Positive Behaviour Policy.

The term ‘British values’ might be slightly misleading in that these values are integral to so many countries throughout the world – they differ in no way from the values of most western European countries, for example.

 

Below are just a few examples of how we promote British values. The first section is a general overview; the others are specific expectations set out by Ofsted.

 

Being part of Britain

As a school, we value and celebrate the diverse heritages of everybody at Sharp Lane. Alongside this, we value and celebrate being part of Britain. In general terms, this means that we celebrate traditions, such as customs in the course of the year; for example, Harvest festival during the Autumn term, and what could be more British than a visiting pantomime in the new year! We also value and celebrate national events, a recent example being Le Grand Depart in 2014.

Furthermore, children learn about being part of Britain from different specific perspectives. Two specific examples of when we teach about being part of Britain are:

Geographically: Our recent, ‘Where in the World’ topic ensures that throughout school, children have a better understanding of what Britain is, learning more about Middleton, Leeds, Yorkshire, England and Great Britain.

Historically: British history is taught as part of the National Curriculum requirement. Children learn about an aspect life and how this has developed and changed over time. The actual topic depends on the interests of the children (and teacher!), but might include inventions and discoveries, or houses, or medicine.

 

Democracy

Children, parents and staff have many opportunities for their voices to be heard at Sharp Lane Primary. Democracy is central to how we operate.

An obvious example is our School Council. The election of the School Council members reflects our British electoral system and demonstrates democracy in action: candidates make speeches, pupils consider characteristics important for an elected representative, pupils vote in secret using ballot boxes etc. Made up of two representatives from each class, the School Council meets regularly to discuss issues raised by the different classes. The council has its own budget and is able to genuinely effect change within the school; in the past, the School Council has recruited staff and chosen our new school logo.

Other examples of ‘pupil voice’ are:

  • children agree their Class Charter and the rights associated with these; all children contribute to the drawing up of the charter
  • choosing charities to support over the year

Pupils are always listened to by adults and are taught to listen carefully and with concern to each other, respecting the right of every individual to have their opinions and voices heard. We encourage pupils to take ownership of not only their school but also of their own learning and progress. This encourages a hightened sense of both personal and social responsibility and is demonstrated on a daily basis by our pupils.

 

Rules and laws

The importance of rules and laws, whether they be those that govern our school or our country, are referred to and reinforced often, such as in assemblies and when reflecting on behaviour choices. At the start of the school year, each class discusses and sets its own Class Charter, a set of principles that are clearly understood by all and seen to be necessary to ensure that every class member is able to learn in a safe and ordered environment.

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. These values are reinforced in different ways:

  • visits from authorities such as the police and fire service
  • during Religious Education, when rules for particular faiths are thought about
  • during other school subjects, where there is respect and appreciation for different rules – in a sports lesson, for example

 

Individual liberty

Alongside rules and laws, we promote freedom of choice and the right to respectfully express views and beliefs. Through the provision of a safe, supportive environment and empowering education, we provide boundaries for our young pupils to make choices safely; for example:

  • choices about what learning challenge or activity
  • choices about how they record their learning
  • choices around the participation in extra-curricular activities

Our pupils are encouraged to know, understand and exercise their rights and personal freedoms and are taught how to exercise these safely, such as in our e-safety and SEAL lessons.

Mutual respect and tolerance of those with different faiths and beliefs

Our pupils know and understand that it is expected and imperative that respect is shown to everyone, whatever differences we may have, and to everything, whether it is a school resource, a religious belief or whatever. Children learn that their behaviour choices have an effect on their own rights and those of others. All members of the school community should treat each other with respect.

Specific examples of how we at Sharp Lane Primary enhance pupils understanding and respect for different faiths and beliefs are:

  • through Religious Education, SEAL and other lessons where we might develop awareness and appreciation of other cultures – in English through fiction and in Art by considering culture from other parts of the world, for example
  • enjoying a depth of study during Themed Days/Weeks, where we will celebrate and enjoy learning about the differences in countries and cultures around the word (whilst at other times we might consider groups or individuals who might be vulnerable in some way, such as those with mental health issues)
  • through gaining an understanding of global schools, for example our partnership with a school in Sri Lanka and the exchange programme which occurred.

 

Sadly, no school can guarantee that there will never be instances which are contrary to

this value. At Sharp Lane Primary, such instances are extremely rare.


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