British Values, as defined by the government in 2011 are , , , At Kingshurst Primary, we believe that promoting these values is of paramount importance and do so daily through every day school life.
Our three school values of resilience, aspiration and respect are intertwined with these British Values. Kingshurst Primary School is committed to serving its community. We recognise the multi-cultural, multi faith and ever-changing nature of the United Kingdom. We aim to nurture our children 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 children to be creative, unique, open-minded and independent individuals, respectful of themselves and others in our school, our local community and the wider world.
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. Kingshurst Primary is dedicated to preparing pupils for their adult life beyond the formal examined curriculum and ensuring that it promotes and reinforces British values to all its students.
The principle of democracy is introduced to all pupils, with democratic processes used for important decisions within the school community. For example, school councillors are elected following a spoken manifesto and pledge to fellow classmates. The principle is also explored through curricular study during Literacy units, History topics, PSHE units and the RE curriculum. Our pupil leadership group is newly formed and has a range of elected responsibilities, from Eco Councillors, to Sports Leaders to Digital Leaders, who are being trained in how to promote digital literacy amongst their peers.
For our younger children we encourage children to value each other's views and beliefs and to talk about their feelings, for example, when they do or do not need help, topic ideas, ideas about how to organise an activity or circle time activities about likes and dislikes. We provide opportunities for children to see their role in the ‘bigger picture’ such as making decisions and voting for activity choices.
The rule of law
The importance of laws, including those set at a school, local government or national level, are consistently reinforced at Kingshurst Primary. For instance, our five core rules are regularly reviewed, promoted and reinforced to ensure that pupils have a calm, safe and productive working environment. Class Charters are set in the first few weeks of term, being agreed by both pupils and teachers, to ensure that pupils know the boundaries that they are working within. Visits from (or to) local authorities such as the Police and Fire service provide another perspective. Through our curricular sessions, including PSHE and RE lessons, pupils are encouraged to develop a strong sense of morality, which is often linked back to our three core school values.
In the early years we encourage children to understand their own and others’ behaviour and its consequences, and learn to distinguish right from wrong. Class collaboration to discuss the need for and create the rules and the codes of behaviour, for example, to agree the rules about tidying up and ensure that all children understand rules apply to everyone.
Our behaviour policy and core values demand high expectations from the pupils. Within this framework, they are encouraged to make positive independent choices, to regulate their emotions – discussing these with others where appropriate, and to exercise sound judgement inside and outside of the classroom. Strong pastoral support reinforces the importance of making right choices. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised on how to exercise these safely, for example through online safety sessions and circle time. We have an anti-bullying ethos in school with themed days and activities to regularly highlight the importance of this.
Our younger children are given opportunities to try a range of different activities and opportunities, and to discuss and select their own preferences. This supports developing their self-esteem and confidence in their own abilities. For example, by sharing achievements and successes and promoting independence. We provide opportunities to take on risks, challenges and responsibilities and also encourage children to explore and discuss their thoughts, feelings and ideas with those they trust.
Respect is one of our three core values and is at the heart of the relationship between members of our school community. These values are promoted via assemblies, class discussion and curricular work in PSHE. Pupils are encouraged to be polite, respectful and courteous to adults and each other. Through ongoing pastoral work, circle time and class discussions, pupils have opportunities to highlight the impact that their choices have on others. Pupils learn about a range of faiths and beliefs and are encouraged to view the world with an enquiring mind, appreciating how difference enriches our lives.
Tolerance of different faiths, beliefs and of those who have no beliefs
All members of our school community treat each other with respect and this is reiterated through its teaching and learning environments. Tolerance of different faiths and religions is promoted primarily through the curriculum for Religious Education. Pupils learn about different religions, their beliefs, places of worship and festivals, and learn about those who have no faith or beliefs. Year groups promote significant religious events via year group assemblies, project work and workshops. Wherever possible, speakers are invited to share experiences with pupils; pupils also have the opportunity to explore places of worship.
In the early years we create a respectful environment that includes, values and promotes different faiths, cultures, views and races which encourages children to learn about other faiths, cultures, traditions, families, communities and ways of life. Providing opportunities for the children to share their experiences and allow the children to recognise similarities and differences between themselves and others. For example, by learning about festivals and special days, different types of family units, different occupations and places around the world.