St Loys Church of England Primary Academy

St Loys Church of England Primary School The Diocese of Peterborough
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Fundamental British Values

St Loys CEVA Primary Academy promotes the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.

All maintained schools must meet the requirements set out in section 78 of the Education Act 2002 and promote the spiritual, moral, social and cultural (SMSC) development of their pupils. Through ensuring pupils’ SMSC development, our school can actively demonstrate we are promoting fundamental British values. St Loys CEVA Primary Academy takes this very seriously in both helping to shape the curriculum and experiences offered to its pupils.

The Teachers’ Standards expect teachers to uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school. This includes not undermining fundamental British values.

 Through our provision of SMSC, we actively seek (age appropriate) to:

• enable children to develop their self-knowledge, self-esteem and self-confidence;

• enable our children to distinguish right from wrong and to respect the civil and criminal law of

  England;

• encourage pupils to accept responsibility for their behaviour, show initiative, and to understand how they can contribute positively to the lives of those living and working in the locality of the school and to society more widely;

• enable students to acquire a broad general knowledge of and respect for public institutions and

  services in England;

• further tolerance and harmony between different cultural traditions by enabling our pupils to acquire an appreciation of and respect for their own and other cultures;

• encourage respect for other people; and

• encourage respect for democracy and support for participation in the democratic processes, including respect for the basis on which the law is made and applied in England.

 The list below describes the understanding and knowledge expected of our pupils as a result of promoting fundamental British values:

• an understanding of how as citizens we can influence decision-making through the democratic

  Process (e.g. Election to and working of the School Council);

• an appreciation that living under the rule of law protects individual citizens and is essential for  

  their wellbeing and safety (Understanding roles in society – e.g. the work of police officers);

• 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 (Covered more in Years

  5 &6);

• an understanding that the freedom to choose and hold other faiths and beliefs is protected in

  law;

• 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; 

  and

• an understanding of the importance of identifying and combatting discrimination.

 

Examples of actions that we take:

• include in suitable parts of the curriculum (age appropriate for pupils), material on the strengths, advantages and disadvantages of democracy, and how democracy and the law works in Britain, in contrast to other forms of government in other countries;

• ensure that all our pupils within the school have a voice that is listened to, and demonstrate how democracy works by actively promoting democratic processes such as our school council whose members are voted for by the pupils;

• 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;

• use teaching resources from a wide variety of sources to help pupils understand a range of

  Faiths (especially the use of the RE Agreed Syllabus),

  and

• consider the role of extra-curricular activity, in promoting fundamental British values.