British Values

In accordance with The Department for Education we aim to actively promote British Values in Gilmour Primary School to ensure our children leave school prepared for life in modern Britain. Children are encouraged to regard people of all faiths, races and cultures with respect and tolerance and understand that while different people may hold different views about what is ‘right’ and ‘wrong’, all people living in England are subject to its law.

How do we promote British Values at Gilmour Primary School?

British Values Schools are required to provide for the spiritual, moral, social and cultural (SMSC) development of their pupils. Part of this requirement means that they actively promote the fundamental British Values. The fundamental British Values are defined as: 

• Democracy 
• The Rule of Law 
• Individual Liberty 
• Mutual Respect 
• Tolerance of Different Faiths and Beliefs 

Promoting British Values is a central part of teaching and learning. By doing this, we guide and support children to become well-rounded members of society. British Values are promoted throughout the curriculum, across the whole school. They are also seen in the school’s ethos, aims, values, policies, assemblies, special events and cultural celebrations. Below are some examples of how each of the British Values are promoted. 

Democracy 

We promote this British Value by demonstrating how democracy works through discussion, decision making and voting. 

For example: 

• Encouraging pupils to know their views count and their opinions are important 

• Encouraging pupils to make decisions together 

• Encouraging pupils to see their role in the ‘bigger picture.’ For example, linking to part of a family, class, group, school community 

• Providing opportunities for pupils to vote. For example, School Councillors, Reading Ambassadors, choosing stories/songs by show of hands 

The Rule of Law 

We promote this British Value by demonstrating a need for rules/laws to keep us safe and happy. For example: 

• Encouraging adults and pupils to work together to create group/class rules. Discussing the need for rules and how they should be administered fairly 

• Teaching pupils to understand their own and others’ behaviour and feelings and the consequences 

• Working together to create an environment where actions are consistently followed through. For example, adherence to class rules, follow-ups on discussions and other choices explored after taking a group vote 

• Encouraging and supporting pupils to learn how to distinguish right from wrong

Individual Liberty 

We promote this British Value by individual freedoms to choose faiths, beliefs and likes/dislikes. For example: 

• Providing opportunities for pupils to develop their self-esteem and confidence in their own abilities. For example, by sharing achievements and successes and promoting independence 

• Encouraging pupils to try a range of different activities and opportunities and to discuss their own preferences 

• Providing activities for pupils to engage in and actively challenge gender-specific tasks and activities 

• Encouraging and supporting pupils to develop a positive sense of themselves 

Mutual Respect and Tolerance of Different Faiths and Beliefs 

We promote this British Value by demonstrating respect and tolerance towards other beliefs and faiths. For example: 

• Working as a group to create an environment that includes, values and promotes different faiths, cultures, races and views 

• Providing opportunities for pupils to make links with the wider community. For example, outings to local places, inviting family members/speakers to visit and links to charities 

• Encouraging pupils to learn about other faiths, cultures, traditions, families and communities. Encouraging pupils to share their experiences with others and recognising similarities and differences between themselves and others. For example, learning about festivals, special days, different types of families, different occupations and places around the world 

• Encouraging pupils to learn about the world around them – both locally and further afield. For example, local trips, using books, stories, posters and videos to learn about places far away, cultural days, local events and national celebrations