At Lakeside Primary School we uphold and teach pupils about British Values which are defined as:
- rule of law
- individual liberty
- mutual respect
- tolerance of those of different faiths and beliefs
Some of these values are taught explicitly through Personal, Social, Health and Emotional (PSHE), and Religious Education (RE). We also teach the British Values through planning and delivering a broad and balanced curriculum.
The school takes opportunities to actively promote British Values through our assemblies and whole school systems and structures such as electing and running a successful School Council and Lakeside Ambassador program. We also actively promote British values through ensuring that our curriculum planning and delivery includes real opportunities for exploring these values. Actively promoting British Values also means challenging extremist’ views and promoting tolerance and diversity.
At Lakeside Primary School these values are reinforced regularly and in the following ways:
In order to reflect the democratic values of our society, we encourage children to value each others opinions and this is accomplished through our School Council, restorative circles, Lakeside Ambassadors and pupil surveys.
The elections of members of the School Council are based on pupil votes whilst class charters, rules and precepts are constructed collectively.
The Rule of Law:
The importance of laws and rules, whether they are those that govern the class, the school or the country, are consistently reinforced. The school has an agreed set of rules – REACH. Each class has a Zoneboard where children have opportunity to move up or down a behaviour scale.
Children are taught that community cohesion and personal responsibility are secured through rules and laws in our society, that they are concerned with our safety and that there are consequences when they are broken. Visits from services such as fire and police take place periodically through the year and Year 6 children receive further reinforcement through Crucial Crew in the summer term where they meet similar services.
Pupils are actively encouraged to make choices at our school, knowing that they are in a safe and supportive environment. As a school we provide boundaries for our children to make choices safely.
Pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely, for example through our e-Safety teaching and PSHE lessons. Pupils are given the freedom to make choices, e.g. signing up for extra-curricular clubs, choose the level of challenge in some lessons and seeking out support where necessary eg. The ZONE, lunchtime homework club.
Part of our school ethos and behaviour policy are based around our core values such as ‘respect’ and these values determine how we live as a community at Lakeside Primary School. Assemblies promote personal qualities and values for life and are central to how we expect everyone to conduct themselves at our school. Adults in school model the respect which we would expect.
Tolerance of Those of Different Faiths and Beliefs:
This is achieved through enhancing pupils’ understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity in our school community. Assemblies and discussions involving prejudices and prejudice-based bullying have been followed and supported by learning in RE and PSHE.
We have been fortunate to have developed many links over recent years with European schools as part of the Erasmus project and continue to pursue this going forward. We celebrate the origin and cultures of all of our children and are keen to learn from them. Likewise we use opportunities in the curriculum to explore culture, religion and beliefs across the world. Major world events are embraced as a learning opportunity and theme weeks are often planned.
Examples of the British Values being taught in the curriculum this year at Lakeside
In Reception, we aim to provide our children with a broad and balanced curriculum, in which all children feel valued, respected and are able to reach their full potential.
Through a combination of adult led and independent choosing time, children are taught the value of individual liberty and the importance of making ‘good choices’. We believe it is crucial all children feel confident to discuss how we are all individuals and show mutual respect and tolerance of our differences. Our children respond brilliantly to our ‘Star of the week’ initiative. They feel proud when they are chosen as the star learner are able to reflect on why they have been chosen and they love taking home ‘Everywhere Bear’ for the weekend.
Another important part of our week is ‘circle time’, when we ask the children to reflect on their week and think of a time when they made good choices. There is a strongly embedded culture of mutual respect where children demonstrate tolerance and understanding of varying abilities of children in class particularly those who may have a disability.
The ‘REACH’ system is in place which recognises the positive behaviours and attitudes children demonstrate towards each other and those around them.
Year 1 and 2
The ‘REACH’ system recognises when children’s behaviours and attitudes show respect towards others. Children are taught about the value of rules and laws through their learning experiences. Children are learning about Christianity alongside a variety of other religions and faiths, such as Hinduism and Hindu life to encourage children to celebrate diversity and think about similarities and differences. The topics include: ‘It’s Good to be Me’ and ‘ How are we the same but different?’ Democracy is promoted and exercised in Year 2 at intervals throughout the year when children vote for their class treat; school council members are also elected.
Year 3 and 4
Children learn about different religious celebrations In particular the children look at the similarities in different religions including Christianity and Judaism. We also look at the rules of different faiths and compare them to rules set down by society and the law. We also look at our own responsibilities in different situations.
The children learn about their responsibility towards the environment. A collection of children from these year groups forms an Eco-committee, which helps to address issues of environmental responsibility into our school life. They communicate with staff and the site manager who then may help them to solve a problem, which has been collectively raised.
During Year 4 children go on residential to Robin Wood where they have positive experiences of collaboration and communication in a context where they may be unfamiliar. Competitive values are promoted in games and children learn the importance of team spirit along with the enjoyment of taking part rather than always winning.
In Year 3 and 4 the classes discuss Fair Trade and engage themselves in organising assemblies and fairs which highlight the processes and inequalities within the worlds trade practices.
We promote creativity and inventiveness through our topic on Robots where we look at British ingenuity. We linked this to the Ted Hughes text ‘The Iron Man’.
Year 5 and 6
Children in Year 5 and 6 are responsible for assisting and maintaining a pleasant school environment during the school day, which helps them develop an understanding of living in a community. Children continue to take responsibility and show initiative throughout the year as they are invited to assist in hosting and competing in various sporting events held at the school. This is extended to events outside the sporting arena where children support at open days, book fairs, Fair Trade events and Christmas and Summer Fairs.
Children in Year 5 are given the opportunity to understand different cultures through a variety of experiences and are taught the importance of tolerating different faiths within society and ultimately appreciating cultural diversity. Through further classroom discussions, children are taught to understand the changing role of women over the past centuries through work on Suffragettes.
Through their geography topic on York, children learn about Jonathan Martin and the views that led him to burn the Minster down. Children discuss the way these decisions were arrived at and are encouraged to consider how to foster a far more tolerant society.
In Year 6 children have been studying World War 2. They have been studying the changing role of women and the impact on post war society. Through our topic about Chocolate, children explore Fairtrade and the issues of fairness and personal freedom. We discuss Britain’s place within the world as a global trading power and the responsibility we have to the wider world because of our privileged position within it. We explore our personal freedom to purchase
produce from a range of sources and the moral and sometimes conflicting issues surrounding this.
We also discuss our responsibility to respect and care for animals both wild and domestic. We further explore this theme in our topic on the Rainforest.
In preparation for secondary school children will participate in Crucial Crew and various sessions on drug and alcohol education.
The Y6 spend a week away at Low Mill in Askrigg. They will face new challenges and learn to work as a team. Many children will be spending time away from home for the first time. The children will gain independence and learn the importance of social skills.
Children in Y6 are expected to not only follow the class and school rules but to act as role models to the rest of the school for that reason we place very high expectations on behaviour. This is particularly important for The ‘Lakeside Ambassadors’ who consistently demonstrate high standards of behaviour.
Stretching beyond the classroom, we encourage children to take on a range of responsibilities to develop their core values. A number of children in Y6 are Reading Buddies, supporting a number of children in EYFS. Y6 also support school meals in the hall at lunch times by demonstrating correct table manners and encouraging younger children to be polite. Y6 children have been acting as role models for children in KS1 who find it difficult to socialise through their mediation role. We also have children each week acting as corridor monitors.