The DfE emphasises the 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.”

At SMSP, we understand the importance of helping children to thrive not just academically but also spiritually, morally, socially and culturally, to ensure that they are fully equipped for life as responsible citizens.

At SMSP we base the way that we behave and treat others on Christian Values. We recognise that these guiding principles are present in other faiths and respect them in all forms. British and Christian values are regularly promoted through our broad curriculum with our inclusive approach to high quality teaching and learning; our value based programme of worship; our wide range of enrichment activities; our strong pastoral support and our positive behaviour policy, all of which ensure that we provide our children with an abundance of opportunities to learn about, experience, and apply the key values of British society.

1. Democracy: Children should develop an understanding of how citizens can influence decision-making through the democratic process.

2. The Rule of Law: Children should develop an appreciation that living under the rule of law protects individual citizens and is essential for their well-being and safety. Further to this children should also develop an understanding that there is a separation of power between the executive and the judiciary, and that while some public bodies such as the police and the army can be held to account through Parliament, others such as the courts maintain independence.

3. Individual Liberty: Children should develop an understanding that the freedom to choose and hold other faiths and beliefs is protected in law.

4 & 5. Mutual Respect and Tolerance of those with Different Faiths and Beliefs: Children should develop respect for those around them and demonstrate acceptance and tolerance of other people who have different faiths or beliefs to themselves. Children should understand that these differences should not be the cause of prejudicial or discriminatory behaviour. Children should also develop an understanding of the importance of identifying and combating discrimination.
Listed below are just some of the ways SMSP School promotes the five key British Values. These values are implicitly connected to the UN Convention on the Rights of the Child (UNCRC).

ValueHow we promote it
The rule of law

UN CRC Article 19: Governments should ensure that children are properly cared for, and protect them from violence, abuse and neglect by their parents, or anyone else who looks after them.
• Through our school assemblies, circle time, P4C (in the newsletter) and PSHE, and positive behaviour policy children are taught how to earn trust and respect and are supported to develop a strong sense of morality; knowing right from wrong and doing the right thing even when it is difficult.

• We have high expectations of pupils’ behaviour and this is reflected in our Positive Behaviour Policy. Senior leaders support staff in the implementation of this policy.

• There are rewards for good and caring behaviour with house points and the recognition boards and consistent demonstration of our values is recognised through such things as our ‘Achievers’ assemblies.

• We have high expectations of behaviour in the playground and playground buddies have previously been used effectively to encourage and model this.

• Children are taught how to keep themselves safe through the PSHE curriculum and through visits from outside organisations such as the NSPCC, Junior Citizen, visits from Community police, traffic and road awareness, scooter training, online safety teaching in the curriculum and online safety assemblies, safeguarding assemblies.

• Online safety is taught across the whole-school through our computing curriculum and the children’s posters are displayed in the suite and classrooms. Both the lessons and the classroom displays reinforce a clear emphasis on legality and following appropriate protocols in online usage. Regular letters are sent home with advice and reminders for parents about legal age restrictions etc.

• Our ‘School Trips’ policy has clear rules as to what is expected, e.g. seatbelts on buses are a necessity.

• Expectations of behaviour in school and at playtimes is clear. As with all the key values, ‘Rule of Law’ has been discussed with children in whole-school assemblies.

• Local police officers visit the school to talk to the children and explain their role in society.

Some further examples, specific to year groups:

• Reception –Visit from the fire service

• Year 6 Junior citizen

• Year 6 visit Lavender Hill Magistrates where they learn about law and order and re-enact a mock court case.

• In Year 6 local police have visited to discuss appropriate behaviour with social media and messaging.
Individual liberty

UN CRC Article 31: All children have a right to relax and play, and to join in a wide range of activities.

UN CRC Article 15: Children have the right to meet together and to join groups and organisations, as long as this does not stop other people from enjoying their rights.
• Children can choose to have either a school dinner or packed lunch.

• Children throughout the school choose their own books to take home to read.

• Children volunteer for the various roles by writing a short statement about why they would be a good role model: playground buddy; school council; Eco Warriors; Advocates; Pupil Parliament.

• Freedom of creativity is actively encouraged in Art, Music and Dance lessons.

• There is a range of after-school activities for children to choose from. Free choice of extra activities on Google classroom ‘Rainbow room’ accessible to all children.

• Through our school values and PSHE curriculum, children are taught about personal responsibility, choices, ambition and aspiration. They are encouraged to follow their interests in art, music, sport etc.

• Wide range of extra-curricular opportunities and ‘taster’ assemblies to encourage new interest: flute/guitar; rock band. National/local competitions.

• The PSHE curriculum has specific units relating to individual liberty including ‘Being Me in My World’, ‘Celebrating Difference’ and ‘Changing Me’.

• In music, songs with key themes of liberty are taught, such as ‘Good to be me’ and ‘For Me’.

• As with all the key values, ‘Individual Liberty’ has been discussed with the children in whole-school assemblies. Safeguarding assembly discussed the ‘rights of the child’ to be kept safe; have a safe home; be properly fed; receive an education etc.

• How laws have changed over time, Victorian laws (Gunnersbury trip) unfair/justice.

• Assemblies sharing issues – lost item in class – trust, being honest, admitting the truth.

• Support children to develop their self-knowledge, self-esteem and self-confidence.

• Encourage children to take responsibility for their behaviour ‘Ready, Respectful Safe’; as well as knowing their rights and implementing a strong anti-bullying culture.

• Online safety guidance – knowing to say ‘no’ (and report) if something doesn’t seem right.

Some further examples, specific to year groups:

• In Early Years children are encouraged to select which learning activities they would like to access throughout the day.

• Year 3 have a ‘Dream Jar’, where they discuss their ambitions and aspirations.

• Year 4 whole class singing lessons/teaching a new instrument.

• All year groups complete a ‘Dreams and Goals’ topic as part of the PSHE curriculum.
Mutual respect

UN CRC Article 2: The Convention applies to everyone whatever their race, religion, abilities, whatever they think or say and whatever type of family they come from.

UN CRC Article 30: Children have a right to learn and use the language and customs of their families, whether these are shared by the majority of people in the country or not.
• Respect of the opinion of others, balanced argument and debating is taught within our PSHE topic ‘Celebrating Difference’.

• Within our ‘Online-safety’ units we learn the importance of being respectful and polite when online.

• We have high expectations of pupil conduct and this is reflected in our Positive Behaviour Policy.

• Each class has its own work displayed where we celebrate and respect other children’s work. Also shared in Achievement assemblies.

• Through our school’s values, and in PSHE children are taught to respect each other, to be cooperative and collaborative, be supportive and to look for similarities while being understanding of differences.

• Mutual respect is also promoted through additional PSHE lessons and assemblies.

• Through partner work, children are encouraged to be fair, listen to each other, respect opinions and share ideas etc.

• Friendship Week in the Autumn Term enforces many key values including mutual respect.

• Our school and class councils are places where all opinions are heard and respected.

• Head teacher and Deputy’s doors are always open and conversations always show mutual respect for both adults and children.

• In music we sing songs about respect, such as Differences Make us Unique, Fabbydabbydee (It’s good to be you, it’s good to be me), We’re Better Together and Make This World a Better Place.

• Children throughout the school are taught to respect, care for and be generous to other members of our community (many charitable events throughout the year of good works as well as raising money).

• R.E. lessons provide frequent opportunities for mutual respect. Children from different faiths are encouraged to share their knowledge and discuss their religious experiences, and to respond sensitively to the religious views of others. Children visit various places of worship and learn of other religious practices. A key emphasis is placed on mutual respect, and this is promoted and encouraged by the School’s RE lead. The school’s RE curriculum has a specific strand related to responding to and respecting other views (AT2), and this is assessed in each unit of work. As with all the key values, ‘Mutual Respect’ has been discussed with the children in whole-school assemblies.

• We challenge prejudicial and discriminatory behaviour.

• We enhance team building skills using residential trips (year4/5/&6) as well as team building weeks run in school.
Tolerance of different faiths and beliefs

UN CRC Article 14: Children have the right to think and believe what they want, and to practise their religion, as long as they are not stopping other people from enjoying their rights. Parents should guide their children on these matters.
• We have high expectations of pupil conduct and this is reflected in our Positive Behaviour Policy and Equal Opportunities Policy.

• Children have the opportunity to visit places of worship for many religions, either as part of the R.E. curriculum or during religious festivals (such as Easter, Harvest festival and Christmas).

• Children are taught about the United Nations Convention on the Rights of the Child and learn to respect their rights and the rights of others.

• Knowledge, understanding and tolerance of different faiths and beliefs is promoted through the Religious Education syllabus. Children learn about different religions, their beliefs, places of worship and festivals. Children have weekly RE lessons. These are supplemented by assemblies (class, Key Stage, and whole school), which also mark and celebrate significant religious festivals such as Ramadan and Diwali, as well as whole-school visits (see SMSC on website for more detail).

• Children are given the opportunity to share their own religious experiences in class.

• As part of the curriculum, classes make visits to theatres and Art galleries which showcase different cultures and beliefs.

• Songs are taught that embrace differences of cultures/ religions, such as ‘We are here together’ and ‘We’ll Sing Together’.

• As with all the key values, ‘Tolerance of Different Faiths and Beliefs’ has been discussed with the children in whole-school assemblies.

• Taken as a whole, we therefore believe that our school goes further than encouraging tolerance of different beliefs, in that we actively embrace and celebrate our differences.

Sadly, no school can guarantee that there will never be instances which are contrary to fundamental British values. We respect everyone’s right to hold different viewpoints. However, we will actively challenge opinions or behaviours in school that are contrary to fundamental British values, including ‘extremist’ views, as these are at odds with the values of SMSP School.