Spiritual, Moral, Social, Cultural Wellbeing and Promoting Human and British Values

In 2014, the Department for Education emphasised the role that British values can play in education and reinforced the need 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.”(1 The Prevent Strategy 2011 https://www.gov.uk/government/publications/prevent-strategy-2011).  How well a school promotes such values is now an aspect of Ofsted’s inspection process.

In additional to promoting human/British values we  actively challenge pupils, staff, parents or any school stakeholders expressing opinions contrary to these values, including ‘extremist’ views. 

At Ashover Primary School, we aim to provide a curriculum and experiences which develop pupils’ spiritual, moral, social and cultural wellbeing and promote a sound understanding of human/British values in order to prepare for life in modern Britain.

Spiritual, Moral, Social, Cultural Wellbeing and Promoting Human and British Values

In 2014, the Department for Education emphasised the role that British values can play in education and reinforced the need 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.”

(1 The Prevent Strategy 2011 https://www.gov.uk/government/publications/prevent-strategy-2011).  How well a school promotes such values is now an aspect of Ofsted’s inspection process.

In additional to promoting human/British values we actively challenge pupils, staff, parents or any school stakeholders expressing opinions contrary to these values, including ‘extremist’ views.  Our staff and Governing Board have attended WRAP training and are aware of the relevant procedures and actions to take should any concerns arise.

At Ashover Primary School, we aim to provide a curriculum and experiences which develop pupils’ spiritual, moral, social and cultural wellbeing and promote a sound understanding of human/British values in order to prepare for life in modern Britain.

British Traditions and Heritage

The teaching of British traditions and heritage is woven through the curriculum. Examples include:

• Geography studies including; discovering the local and surrounding area, learning about counties and cities of the UK, national rivers/mountains.
• History topics including WW2, Romans, Tudors, Stone Age and how Britain has changed over time in line with the new National Curriculum. Children also learn about the history of Ashover and the immediate locality.
• National events such as Remembrance Day, Royal and sporting occasions are celebrated, promoted and supported.
• Trips/visits to places of historical interest and visitors are encouraged to enrich the curriculum.
• Assemblies/collective worship reflect British traditions such as May Day.

Democracy

The pupil voice is extremely important at Ashover Primary School. Not only do we believe that children should have a good understanding of what it is to live in a democracy, we believe they should be given any opportunities to experience and demonstrate that understanding in a range of different ways. We also consult with the wider school community in order to sustain improvement:

• School Council Representatives, Enterprise, Digital Leaders and Anti-bullying Ambassadors are elected by peers which are used as an opportunity to promote and teach children about democracy and the electoral process.
• The opinions and thoughts of others are considered in group discussions/circle time and class assemblies.
• Enterprise skills promoted throughout the school with regular enterprise activities planned throughout the curriculum.

• Children vote for their choice of class book.
• Sports teams within PE lessons are selected by children.
• WW2 History topic compares democracy and dictatorship.
• PSHE topics include learning about how a democracy works – work is planned using PSHE Association guidance, SEAL and LCP materials.
• Children have to apply for the privilege of running clubs for other children outlining their proposal and suitability for the role.
• We actively encourage children to volunteer for roles in and outside of school.
• The beginnings of democracy have been taught through topic work related to the Ancient Greeks.
• Pupil questionnaires (eg What would you do if you were the teacher? subject specific such as attitudes to maths, reading and writing). The results of which inform our school improvement plan.
• Parent questionnaires are issued and suggestions are responded to either directly (ie through letter or phone calls) or generally (ie through email or newsletters) or through parent workshops for example.
• Parent governors are elected by parents and the staff governor is elected by staff. The Chair of the Governors, Vice Chair and Committee Chairs are elected by the governors.
• We have visits planned from local Parish and County Councillors wherever relevant.
• Our school councillors are part of the George Stephenson Learning Community School Parliament.

Rule of Law

Our pupils will learn to understand that we encounter rules and laws throughout life and that these are put in place nationally and locally to protect our safety and well-being. Furthermore, we encourage pupils to understand that actions have consequences.

• The School Rules (song) are displayed in and around school and the children regularly sing the School Rule song in assemblies to embed it’s content.
• Behaviour logs kept in as a school for monitoring.
• Progressive warning systems are in place and are used consistently around school by all members of staff.
• Golden Book, Star of The Day and and Team Point Class Dojos support the ethos of abiding by guidelines.
• PSHE work on democracy develops understanding of laws, why they are important and the consequence of breaking laws. Furthermore, the children are taught to trust and respect all members of our school community and are supported in developing a strong sense of morality which results in pupils having a secure knowledge of right and wrong and how to do the right thing even if the circumstances are difficult.
• Staff are committed to ensuring incidents are thoroughly investigated and parents/carers are made aware of incidents when necessary.
• We have an agreed anti-bullying policy which is clearly disseminated to all school stakeholders.
• As a staff and Governing Board, we are fully committed to safeguarding the children in our care.
• Local PCSO visits school regularly and helps the pupil body understand the rule of law eg by assisting School Council members conduct a parking safety survey at morning drop off.

Individual Liberty

We encourage children to voice their opinions, thoughts and feelings – to feel safe to take a risk in their learning, make mistakes and learn from their mistakes. Children are given choice in their learning and methods of learning.

• A variety of lunchtime clubs and afterschool clubs are available for children to choose from in which they can follow their individual interests in a range of areas such as sport, music, art and computing.
• Star of the day awarded for different reasons eg kindness, respect, hard work, understanding towards others.
• Golden book and Team Point Class Dojos celebrate children’s achievements and efforts in resilience and willingness to take calculated risks in their learning process.
• Children make choices about their learning in class and vote for these choices to be implemented.
• Through our PSHE programme, children are encouraged to consider their personal responsibility and how their choices, ambitions and aspirations will impact on their future.
• Children make choices about healthy snacks available through the school fruit scheme.
• Children are continually taught how to keep themselves safe both in the real world and on line through delivery of the curriculum, in school theme weeks (eg Safety Awareness Week), national awareness weeks and days (eg National Anti-Bullying Week and Safer Internet Awareness Day).

Mutual Respect and Acceptance or Tolerance of those with different faiths and beliefs

We encourage children to demonstrate respect to all members of our school and the wider community.

• High expectations in terms of pupil conduct both in and out of school or whilst on school visits is reflected in relevant policies and our ‘Aspire and Achieve’ school ethos. Reward systems are in place to value respect of all our school community (eg Golden Table).
• Assemblies and theme days are held to further develop an understanding of different faiths and beliefs in addition to curriculum teaching.
• Respect and acceptance or tolerance of other faiths is primarily promoted through the RE topics which follow the Derbyshire Agreed Syllabus and includes learning about Christianity, Islam and the importance of the Qur’an, trips, sacred places of worship for different faiths – visiting different places of worship (eg Mosque, Hindu Temple).
• PSHE/Circle time activities linked to PSHE Association guidance, SEAL (Social and Emotional Aspects of Learning) which teach children about respect for themselves, each other and of diversity in our society.
• Links with a school in the Gambia, sponsoring children at the school through running enterprise events.
• Assemblies linked to religious festivals of different faiths.
• Links have been established with a multi faith school in London.
• Staff have attended WRAP training and have a good understanding of relevant procedures to actively challenge any behaviour contradictory to mutual respect. Governors are also aware of the Prevent Strategy and school’s obligations.
• Children take part in enrichment days with children from other schools, at other schools within both the Highfields Education Learning Partnership and the George Stephenson Learning Community.

The Prevent Strategy 2011 https://www.gov.uk/government/publications/prevent-strategy-2011