British Values Statement

At Gosbecks Primary School we value the diversity of backgrounds of all pupils, families and wider school community.

The Department for Education states that there is a 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”.

Our school Golden Goals and School Values which reflect and are based on British Values are the main themes of our curriculum. These values are embedded throughout our curriculum and in all that we do. e.g Assemblies. Our PSHE lessons will cover lessons so that children learn about British values e.g. democracy, rights and responsibilities and discrimination. We have also started the No Outsiders programme which helps us to teach children about equalities and the law.

We aim to nurture our pupils on their journey through life so they can grow into safe, caring, democratic, responsible and tolerant adults who make a positive difference to British society and to the world. We encourage our pupils to be creative, unique, open-minded and independent individuals, respectful of themselves and of others in our school, our local community and the wider world.

At Gosbecks, we actively promote British values in the following ways:

Democracy

• Democratic processes are used for important decisions within the school community, for instance, elections are held for school council positions or for choices in classrooms;
• All pupils are encouraged to debate topics of interest, express their views and make a meaningful contribution to the running of the school on matters that directly involve them. Pupils also have the opportunity to have their voices heard through annual pupil questionnaires and pupil perceptions which take place regularly.
• The principle of democracy is explored in the curriculum as well as during assemblies and special days. For example, within history, democracy is explored when studying the Ancient
• Our school behaviour policy involves sanctions which the pupils have discussed and contributed to. We also ask our children to contribute their views to other policies such as RSE and Anti-Bullying Policy.
• Our Play Policy was drawn up after consultation with pupils in the school.

Rule of Law

• Our school follows the ‘Golden Goals’, which are integral to our learning and ethos every day. Each class displays these goals and pupils are rewarded for keeping them with twenty minutes of Golden Time each week. Pupils learn that breaking the Golden Goals has a consequence.
• We celebrate children who model the Golden Goals in our Golden Book, celebration assembly and the newsletter.
• School rules and expectations are clear, fair and regularly promoted. Pupils are taught the value and the reasons behind laws that govern and protect us, the responsibilities that this involves and the consequences when laws are broken.
• Pupils are always helped to distinguish right from wrong and to make ‘good choices’ rather than ‘bad choices’, in the classroom, during assemblies and on the playground.
• Pupils are encouraged to respect the law and Gosbecks enjoys visits from authorities such as the community police and fire service to help reinforce this message.
• The behaviour policies, which includes the anti-bullying policy, sets out our procedures for dealing with any form of discrimination, aggression, abuse or violence, which extends to pupils, staff and parents and carers.

Individual Liberty

• Within school, pupils are actively encouraged, and given the freedom to make choices, knowing that they are in a safe and supportive environment. E.g. by signing up for extra-curricular clubs, choosing how to present their work or choosing what to learn. Our school council introduced a choice in learning day which we now have every year.
• Pupils are supported to develop their self-knowledge, self-esteem and self-confidence throughout PSHE lessons and circle times.
• Our OPAL (Outdoor play and Learning) encourages children to make safe choices at playtime but also encourages creativity, resilience and problem solving.
• Pupils are encouraged to take responsibility for their behaviour and our pastoral support reinforces the importance of making the right choices.
• Pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely, for example through our online safety teaching and PSHE lessons.
• Vulnerable pupils are protected and stereotypes challenged. A strong anti-bullying culture is embedded in the school and any form of bullying is challenged and addressed. The school also operates a robust system of logging incidents.
• Pupils have key roles and responsibilities in school e.g. Year 6 Work Experience, Playground Pals, School Council etc. Playground Pals are trained pupils in Year 5 to support other pupils at lunch time and encourage them to make ‘good choices’ with their play.

Mutual Respect and Tolerance of Those with Different Faiths and Beliefs

• Respect is one of the core values of our school. The pupils know and understand that it is expected that respect is shown to everyone, adults and children. Pupils learn that their behaviours have an effect on their own rights and those of others. All members of the school community treat each other with respect and this is reiterated through our teaching and learning.
• Pupils are helped to acquire an understanding of, and respect for, their own and other cultures and ways of life through R.E, PSHE, NO Outsiders and assemblies.
• Staff and pupils are encouraged to challenge prejudicial or discriminatory behaviour.
• We teach children to be upstanders, not bystanders.
• Links and visits are promoted with local faith communities and places of worship. e.g. visits to the local church.
• Through the PSHE and RE curriculums pupils are encouraged to discuss and respect differences between people, such as differences of faith, ethnicity, disability, gender or sexuality and differences of family situations.
• Assemblies and discussions involving discussing prejudices and prejudiced-based bullying and have been followed and supported by learning in RE and PSHE. 
• We offer a culturally rich and diverse curriculum in which all major religions are studied and respected and global dimension work is embedded in many of our curriculum topics. These curriculum topics offer children the chance to reflect on our core values and British Values in different contexts.