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Nottingham Primary Academy

British Values

Promoting British Values at the Nottingham Academy

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). At Nottingham Primary Academy these values are reinforced regularly and in the following ways:

Democracy

Children have many opportunities for their voices to be heard. We have a School Council which meets regularly to discuss issues raised in class council meetings. They have the opportunity to genuinely effect change and develop initiatives within the Academy.

From Year 2, council members for each year group are voted in by their class.

Each week the children in years 2-6 are able to nominate and vote for children to receive the British Values Award.

Throughout our curriculum and embedded within the PSHE Programme of Study, children are encouraged to question and respond to questions about their learning, development and Academy environment including having the opportunity to feedback on areas of learning and how this could be improved or changed.

The Rule of Law

From Foundation Stage 1 through to Year 6 we underpin all our learning with the fundamental value of knowing right from wrong.

The importance of Laws, be those that govern the class, the Academy or the country are consistently reinforced throughout regular school days, as well as when dealing with behaviour and through Academy assemblies.

Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken.

Visits from authorities such as the Police and Fire Service help reinforce this message.

Individual Liberty

Through the curriculum and beyond we are committed to supporting pupils to develop their self-knowledge, self-esteem and self-confidence.

We encourage pupils to take responsibility for their behaviour and the effect it may have on others as well as knowing their rights.

Within the Academy, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment.

As a school we educate and provide boundaries for young pupils to make choices safely, through provision of a safe environment and empowering education.

Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advised how to exercise these safely, for example through our E-Safety and PSHE/Circle time.

Whether it be through choice of learning challenge, of how they record, of participation in our numerous extra-curricular clubs and opportunities, pupils are given the freedom to make choices.

Respect and Tolerance

We promote respect for individual differences.

Children learn the importance of showing tolerance to people who may think differently to them which is reinforced across the Academy community.

All members of the Academy treat each other with respect including respecting their cultures, beliefs and traditions.

We challenge prejudicial or discriminatory behaviour and every child at our Academy knows we take this seriously and will act immediately to put this right.

Assemblies are regularly planned to include stories and celebrations from a variety of faiths and cultures. Our curriculum and PSHE teaching reinforce this.

Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the Academy. Children visit places of worship that are important to different faiths.

Our children develop critical personal thinking skills through the embedded planning and teaching of key skills, thinking skills and use of Blooms questioning and activities. They frequently discuss differences between people, such as differences of faith, ethnicity, disability, gender or sexuality and differences of family situations, such as looked-after children or young carers.