Hallbrook Primary School is required under section 78 of the Education Act 2002 to promote the spiritual, moral, mental and physical development of pupils. As of November 2014, schools also need promote fundamental British values as part of the school curriculum.
Hallbrook Primary School is committed to serving its community. It recognises the multi-cultural, multi-faith and ever-changing nature of the UK. It also understands the vital role it has in ensuring that groups or individuals within the school are not subjected to intimidation or radicalisation by those wishing to unduly, or illegally, influence them.
It follows equal opportunities guidance which guarantees that there will be no discrimination against any individual or group, regardless of faith, ethnicity, gender, sexuality, political or financial status, or similar. Hallbrook Primary School is dedicated to preparing pupils for their adult life beyond the formal, examined curriculum and ensuring that it promotes and reinforces British values to all its pupils.
The DfE has suggested that pupils are taught about fundamental British values during their spiritual, moral and cultural (SMSC) classes. Pupils are expected to display knowledge of the fundamental aspects of British values. The government has outlined their expectations, stating that pupils should:
- Understand the democratic process and how citizens can have a say in decision making;
- Recognise the advantages to living under the rule of law and how law is essential for a safe society;
- See that there is a separation of power and why it exists;
- Understand the reasons for accountability of institutions and why courts maintain independence;
- Know why freedom of religion protects all faiths, as well as those with no faith;
- Accept that people who hold different religious beliefs should be tolerated and not be discriminated against;
- Value the importance of identifying and combatting extremism.
Do pupils understand how the democratic process works?
What do we do?
- Provide pupils with a broad general knowledge of, and promote respect for, public institutions and services;
- Teach pupils how they can influence decision–making though the democratic process;
- Include in the curriculum information on the advantaged and disadvantages of democracy and how it works in Britain;
- Encourage pupils to become involved in decision–making processes and ensure they are listened to in school;
- Organise visits to the local council and find out about Parliament;
- Hold ‘mock elections’ so pupils’ learn about how to argue and defend points of view;
- Help pupils express their views;
- Teach pupils how public services operate and how they are held to account;
- Model how received injustice can be peacefully challenged.
The Rule of Law
Do pupils see the benefits of living in a society that has rule of law?
What do we do?
- Ensure school rules and expectations are clear and fair;
- Help the pupils distinguish between right and wrong;
- Help the pupils respect the law and the basis on which it is made;
- Help the pupils understand that living under the law protects individuals;
- Include visits from the police in the curriculum;
- Teach the pupils both civil and criminal law and discuss how this might differ from some religious laws;
- Develop a restorative justice approach to resolve conflicts.
Do pupils see why separation of powers is beneficial to society and why courts are independent?
What do we do?
- Support the children to develop their self-knowledge, self-esteem and self-confidence;
- Encourage the children to take responsibility for their behaviour, as well as, knowing their rights;
- Model freedom of speech through pupil participation, whilst protecting the vulnerable pupils and promoting critical analysis of the evidence;
- Challenge stereotypes;
- Implement a strong anti-bullying culture;
- Follow the Unicef schools rights respecting agenda.
Do pupils understand why freedom of religion is important?
Tolerance of those with different faiths and beliefs
Are pupils able to display tolerance for people who hold different beliefs to their own?
Are pupils aware of the danger signs to look out for when it comes to radicalisation? Do they know the process for reporting their concerns?