SMSC & British Values Statement

        Eastfield Primary Academy          

British Values Statement

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.

At Eastfield Primary Academy 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.

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 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

Our 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 that Eastfield Primary Academy seeks to instil British Values.

Democracy

  • School Council – making decisions on a regular basis re: policies, child-friendly safeguarding information, behaviour system, involved in the interview process, fundraising events etc.

  • Pupil surveys include questions such as ‘How could we make the school better?’ Ask the children if we need to add different questions to really move our school forwards.

  • Annual parent questionnaires, which asks for three key areas of strength and areas to develop.

  • Surveys to gauge parental opinion, e.g. regarding the impact of Home Learning, most appropriate timing for concerts, parent consultation meetings etc.

  • Governor involvement in decision making process.

  • 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 daily; they are invited to listen to alternative viewpoints and accept/respect that there may be differences.

  • Pupils are involved in the selection of Home Learning activities for the half term.

  • Agreement of Class Rules annually.

  • Pupils chose the names of our class groups and have a sense of belonging to their team.

The Rule Of Law

(Are your pupils taught the value and reasons behind law/school rules/codes of conduct, and responsibilities and consequences when these are broken? Do authorities visit your school to reinforce this message?)

  • Strong behaviour system in place, which has been developed with the pupils.

  • Class rules are established with pupils and referred to daily.

  • Strong relationship/regular contact with local PCSO who is also a school governor.

  • Introduction of Restorative Practice

  • Home/School Agreement

Individual Liberty

(Are pupils encouraged to make individual choices, knowing they are in a safe and supportive environment? Does your school have a robust anti-bullying culture and policy in place?)

  • Strong behaviour policy based on rights and responsibilities.

  • Anti-bullying policy.

  • 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 friendly CP Policy – school can offer support and are dedicated to keeping pupils safe.

Mutual Respect

(What is your school’s approach to respect? Do pupils know their behaviour has an effect on their own rights and the rights of others? Do students know to treat each other with respect? How is mutual respect promoted through the curriculum?)Home/School Agreement

Peer marking – offer suggestions to each other, in a sensitive and constructive way to support moving their work forward.

Tolerance Of Those Of Different Faiths And Beliefs

(How is this achieved? How are pupils benefitted from this? Are pupils actively encouraged to share their faith and beliefs within the school? Does your Religious Education curriculum help this?)

  • Celebration & integration into the curriculum about other faiths/beliefs.

  • Specific events held in school to celebrate other cultures.

  • 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. Humberside Police Prevent team can provide free, bespoke awareness raising sessions for school teachers and staff. Awareness sessions can be schedules in to existing inset/training days.

Note: The Counter-Terrorism and Security Bill is currently in draft form. Further guidance will be issued by the Government as the bill passes through Parliament.

Date: 09.02.15                     J.Smith.

SPP British Values Statement – Bullets Added

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