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British Values

Promoting fundamental British values (as part of SMSC) in schools


Maintained schools have obligations under section 78 of the Education Act (2002) which requires schools, as part of a broad and balanced curriculum, to promote the spiritual, moral, cultural, mental and physical development of pupils at the school and of society.

The DfE have recently reinforced 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.”


The Government set out its definition of British values in the 2011 Prevent Strategy, and these values have been reiterated this year (2014).  



An understanding of how citizens can influence decision-making through the democratic process;

  • This is included within the PSHCE Citizenship curriculum - how democracy works, advantages & disadvantages, comparison with other forms of government.

  • Children Voice – elected pupil body that meets weekly – the council has own budget to effect change within the school.

  • Other democratic elections for key posts held – sports and house captains, ‘Healthy Schools’ reps etc.

  • All classes have a class set of rules, drawn up, and agreed upon, by the class at the beginning of the year. 

  • We also use opportunities such as general or local elections to hold mock elections to promote fundamental British values and provide pupils with the opportunity to learn how to argue and defend points of view.


The Rule of Law

An appreciation that living under the rule of law protects individual citizens and is essential for their wellbeing and safety;

  • Pupils are taught from an early age the rules of the school – behaviour rules, class rules, playground rules etc.

  • Pupils are taught, through PSHCE, the value and reasons behind rules and laws, and that they govern and protect us.

  • Pupils also taught, and actively participate in, the responsibilities that this involves (our 5R system) and the consequences when laws are broken.


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;

  • We teach this implicitly teaching through PSHCE curriculum

  • We maintain links, including assembly visits, from bodies such as the police.


Individual Liberty

An understanding that the freedom to choose and hold other faiths and beliefs is protected in law;

  • Pupils are encouraged to make choices, safe in the knowledge that they are in a supportive environment.

  • Pupils know and understand how to exercise their rights and personal freedoms safely, through PSHCE, e-Safety lessons etc.

  • Assembly’s re-inforce the message that the freedom to choose and hold other faiths is protected by law.


Mutual Respect

An acceptance that other people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of prejudicial or discriminatory behaviour;

  • PSHCE lessons (incl. focused anti-bullying) reinforce mutual respect at being at the heart of the school.

  • This is reinforced by the 5R leaf reward system.

  • Pupils learn that any behaviour contrary to this will have consequences.


Tolerance of those of Different Faiths and Beliefs

An understanding of the importance of identifying and combatting discrimination.

  • The diversity of different faiths, beliefs and cultures, both within our school and the wider society, is promoted and celebrated – esp. through PSHCE, RE and Humanities lessons, assemblies, school plays & performances from other cultures, displays, school visits etc.

  • Teaching resources are sourced from a wide variety to help pupils understand a range of faiths.

  • Within certain lessons, pupils are encouraged to share their own experiences.


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