Sprowston Infant School British Values Statement
At Sprowston Infant School we take our responsibility very seriously to prepare children for life in modern Britain. We ensure that the fundamental British Values are introduced, discussed, taught and lived out through our school. All curriculum areas provide a vehicle for furthering understanding of these concepts and, in particular, our RE, SMSC and PSHE lessons provide excellent opportunities to deepen and develop understanding. Children embrace these concepts with enthusiasm and demonstrate a good understanding of their application to their own lives.
As our community is quite mono-cultural, the school makes considerable efforts to ensure children have exposure to a wide experience beyond their local community during which these concepts are shown, through visits and visitors to school. Our values-based ethos gives our children an excellent platform for embracing difference.
| British Value | Statement | Evidence | Impact |
| Mutual respect and tolerance of those with different faiths and beliefs |
Respect is a fundamental value of our school and is a focus in all our work. We pay explicit attention to this as part of our RE, SMSC and PSHE curriculum. Respect is a school value that is reinforced on a daily basis and covers respect for ourselves, friends, families, all human beings, the world and environment. We consider ourselves to be an inclusive school. |
Assemblies RE curriculum PSHE curriculum Tapestry Behaviour learning walks Cultural displays Visits to e.g. mosque |
Children can explain what respect is and how to show it. Children are able to talk about different faiths and cultures, they ask questions and show tolerance and respect for others of different cultures, faiths and religions. Pupils are polite, friendly and welcoming and show an understanding of people’s different needs. Autistic children from our SRB are included and integrated well into the school. |
| Democracy |
The children see the values of democracy and fairness exercised in the day to day basis in the running of the school. All children have the opportunity to be elected to the school council each year and this group contributes towards decision making processes in the school. This relates to our fundamental school value of teamwork and our 6 Cs’ ‘colaboration’. |
School council elections Assemblies Children learn the vital skills of turn taking and listening to others’ views as part of circle times. Children have input into topics studied. School council minutes Tapestry – PSED work in Reception |
Children are able to work co-operatively in pairs and groups, as well as in whole class situations. They understand about turn taking and respecting the views of others. Children have to apply to be on school council. They are elected by their peers and represent the children’s views. School council come up with ideas for school improvement and are given responsibility for carrying them out, e.g. running a cake sale to raise funds for outdoor equipment. |
| Rule of law and individual liberty |
The children are familiar with this concept through the use of school rules. The rules are discussed in terms of rights and responsibilities, and children understand how they are used to keep us all safe. Children are familiar with the police through visits from the local police. Celebration assemblies promote self-respect and self-worth. The children are strongly encouraged to develop independence in learning and to think for themselves. |
Class rules Assemblies Police visits Clear sanctions and rewards Home school agreement Celebration assemblies Whole school ethos of nurturing the individual modelled by all adults. Tapestry |
Children can explain how and why we need to behave in school. Children know school is a safe and supportive place, and that the adults can be trusted. Children know what to do if they feel unsafe or unhappy. Children are aware of what is expected in school and the consequences when they do wrong. Children with emotional and behavioural difficulties show good progress in improving their behaviour and readiness to learn. |
| Respect for self and others |
Respect is one of our 5 fundamental school values. Assemblies have focused on respect and this has been further developed through PSHE work. Children are able to access additional intervention support to improve their self-esteem, self-respect and understanding of respect for others. Respect is discussed at all levels: family, school, community, throughout the world and the environment. Our school values promote independence and self-reflection to gain greater self-respect and awareness. |
Assemblies PSHE work Tapestry Individual behaviour records and positive reward charts. Support for charities – regular events e.g. Children in Need, MacMillan Coffee morning, Autism Anglia, friend in Deed. Visiting elderly people in the local community. |
Children understand the importance of accepting responsibility for their actions and their right to be heard. They are consulted on aspects of school life and demonstrate independence of thought and action. School council discuss respect for our school and actions to improve it where necessary. |
