Promoting British Values

All 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.  Through ensuring pupils’ Spiritual, Moral, Social and Cultural (SMSC) development, schools must also demonstrate they are actively promoting fundamental British values.

The Government set out its definition of British values in the 2011 Prevent Strategy and these values have been recently reinforced by the Department of Education in 2014, stating 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, mutual respect and tolerance of those with different faiths and beliefs.’ 

At Farsley Springbank, promoting fundamental British values is not just a statutory duty under the Education Act; it is woven into the very fabric of our school ethos. We believe that the British values of democracy, the rule of law, individual liberty, mutual respect, and tolerance are intrinsically linked to our own core school values: to be courageous, kind and curious.

Our mission is to prepare children for life in modern Britain by helping them understand how these principles govern a fair and equal society. To achieve this, we teach British values both explicitly through our structured curriculum—including our Personal, Social and Health Education (PSHE) and our No Outsiders curriculum—and indirectly through our daily school culture, routines and pupil-led initiatives. By exploring these values, our children develop the curiosity to learn about the world, the kindness to respect everyone within it and the courage to stand up for what is right.

Here is how we bring these values to life through both direct teaching and everyday school practice.

1. Democracy

Democracy is central to how our school operates. We explicitly teach the mechanics of democratic systems while giving pupils daily, indirect opportunities to experience democracy in action.

Explicit Teaching (Curriculum): 

• PSHE: Through our PSHE curriculum, children learn about governance, fairness and the importance of having a voice. For example, children are taught about the rule of law explicitly in year 4.
• No Outsiders: The No Outsiders framework explicitly teaches that democracy ensures everyone's rights are protected and that every individual matters equally. 
• History: Curriculum topics on Ancient Greece and the Romans inspire pupils to be curious about the historical origins of democratic societies.

Indirect Practice (School Life):

• The School Council: Each year, a formal election process mirrors the British electoral system. Courageous candidates write and deliver speeches, and pupils cast secret ballots at our school "Polling station." The elected council has a real budget and the power to effect change, such as deciding on playground markings and equipment.
• Pupil Voice: The voices of our children are incredibly important to us and where possible, we seek to hear their opinions throughout their school life. For example, children regularly take part in surveys and pupil voice exercises as well as making impactful decisions, such as playground equipment or our school uniform. 

2. The Rule of Law

We help pupils understand that rules and laws exist to keep us safe, demanding that we are kind to one another and courageous enough to take responsibility for our actions.

Explicit Teaching (Curriculum):

• Religious Education (RE): Pupils explore their curiosity regarding the rules, codes and guidelines that govern different world faiths.
• Safety Units: Explicit lessons in Online Safety, Road Safety and Fire Safety teach children how laws protect their physical and digital well-being.
• PSHE: Taught lessons surrounding the law, including units produced by POL-ED to support the children's understanding of British Law. 

Indirect Practice (School Life):

• Rights-Respecting Class Charters: Class rules are grounded in UNICEF's Rights of the Child, ensuring a safe, structured and kind learning environment where everyone can thrive.
• Behaviour Policy: Our whole-school behaviour policy is understood and followed by all stakeholders. Children understand the key three principals of 'ready, respectful and kind'. 

3. Individual Liberty

We cultivate an environment where pupils are actively encouraged to make independent choices, empowering them to be courageous in expressing their views while remaining kind and mindful of others.

Explicit Teaching (Curriculum):

• PSHE: Our curriculum explicitly teaches children about personal boundaries, rights and responsibilities. By embedding Growth Mindset principles, we teach children to be courageous learners who are not afraid to make mistakes.
• No Outsiders: Children in KS2 reflect on what it means to be an outsider weekly, as part of our No Outsiders curriculum. Children are encourage to be their unique, authentic selves and encourage others in our school and wider community to be the same. Each week, we look at stories from around the country and the world that model this. 

Indirect Practice (School Life):

• Freedom of Choice: Within a supportive and safe environment, children are given the autonomy to choose their own extra-curricular clubs and choose how to approach various learning challenges.
• A Safe Space for Expression: We foster a school culture where children feel safe to respectfully voice their unique thoughts, beliefs, and ideas, knowing they will be heard and valued. On of our key focuses is oracy, so that children have the skills necessary to make themselves heard. 

4. Mutual Respect and Tolerance of Those with Different Faiths and Beliefs

Because Farsley is situated in an area that lacks great cultural diversity, we place an incredibly high priority on actively promoting diversity. We use our values of kindness and curiosity to look outward and celebrate differences.

Explicit Teaching (Curriculum):

• The No Outsiders Curriculum: This curriculum is taught explicitly across the school using age-appropriate picture books. It delivers a clear, powerful message: everyone is welcome at Farsley Springbank. It addresses diversity regarding race, religion, gender, and family dynamics, ensuring children grow up without prejudice.
• Equality week: Each year we draw focus to difference, how it should be celebrated and why it's important we work to understand people who might be different to us. 
• Cross curricular links: Throughout our curriculum, we seek to represent a wide range of people from different backgrounds. This might be ensuring that we are discussing the importance of women in our work in science or looking at stories from different cultures in our reading sessions. 

Indirect Practice (School Life):

• Modeling Relationships: Positive, respectful relationships are constantly modeled by our staff. We also run targeted initiatives like Anti-Bullying Week and regular Circle Time sessions to practice empathy.
• Learning partners: Children across school are encouraged to work with children from across their class and the year so that they gain a wider understanding and experience of difference. 

In alignment with Department for Education expectations, Farsley Springbank stands firm in its values. We will actively challenge any pupils, staff, or parents who express opinions contrary to these fundamental British values, including any 'extremist' views.