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SMSC/ British Values

Spiritual, Moral, Social and Cultural (SMSC) and British Values

 

At Barton Clough Primary School, we are committed to serving our community. We recognise the multi-cultural, multi-faith and ever-changing nature of the United Kingdom. We also understand 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.

 

We follow 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. Our school is dedicated to preparing students for their adult life beyond the formal, examined curriculum and ensure that we promote and reinforce British values to all our students.

 

The Department for Education has introduced a statutory duty for schools to promote British Values more actively, and to ensure they are taught in schools.

The government set out its definition of British values in the 2011 Prevent Strategy.

 

The five key British Values are:

 

Democracy

 

The rule of law

 

Individual liberty

 

Mutual respect

 

Tolerance of those of different faiths and beliefs

 

Our school uses strategies within the curriculum and beyond, to secure such outcomes for students. The examples that follow show some of the many ways that Barton Clough Primary seeks to instil British Values.

 

British Values

1. Democracy

Examples of how we promote Democracy:

 

  • We have an active and engaged School Council – making decisions on a regular basis re: policies, child-friendly safeguarding information, behaviour system, involved in the interview process, fundraising events etc.
  • Regular dialogue with our pupils, seeking their viewpoint, as we further plan to move our school forwards.
  • Annual parent questionnaires provide valuable information about parent perceptions on the strengths of our school and areas for improvement.
  • Parent forums to gauge parental opinion, e.g. regarding SEN provision
  • Governors involvement in leadership decisions made.
  • Democracy is taught through the curriculum. Pupil voice has an influence upon much that goes on or is decided, within our school.
  • Pupils are given the opportunity to give their viewpoint throughout the curriculum daily; they are invited to listen to alternative viewpoints and accept/respect that there may be differences.
  • Year 6 Prefect roles and responsibilities

 

 

2. The Rule Of Law

Examples of how we promote The Rule of Law:

 

  • Strong behaviour system in place, which has been developed with the pupils.
  • Class rules are established with pupils and referred to daily.
  • Strong relationship/regular contact with local PCSO.
  • Links with the local courts in order to aid understanding of the justice system.
  • Restorative practice is employed throughout the school.
     

 

3. Individual Liberty

Examples of how we promote Individual Liberty:

 

  • Strong behaviour policy based on rights and responsibilities.
  • Pupil encouraged to take responsibility for their own learning.
  • Anti-bullying policy.
  • Open and honest culture
  • Open door policy for parents/ carers to discuss worries or concerns.
  • Strong Health and Well-Being team to support children across the school with emotional well-being/friendship issues/worries or anxieties.  Our Health and Well-being team also host whole school events such as RESPECT week and Well-being week.
  • Child friendly Child Protection Policy – school can offer support and are dedicated to keeping pupils safe.

 

 

4. Mutual Respect

Examples of how we promote Mutual Respect:

 

  • Peer marking – offer suggestions to each other, in a sensitive and constructive way to support moving their work forward.
  • Cross Class communication of achievements (classes of different ages are involved and part of other classes learning)
  • “Packtyping” is employed across the school where children identify their own strengths and celebrate the differences between themselves and others.
  • Schools Linked Projects are undertaken to encourage inter-school relationships and respect.
  • Creative Friday promotes music, outdoor education/grounds, art and craft and physical education and celebrates that all children in the school have their own individual talents and strengths.  Whole school concerts are performed termly to share our achievements through our creative curriculum sessions.

 

 

5. Tolerance of those of Different Faiths and Beliefs

Examples of how we promote Tolerance of those of Different Faiths and Beliefs:

 

  • Celebration and integration into the curriculum about other faiths/beliefs
  • Follow SACRE curriculum for RE
  • Visits to places of worship to further develop understanding of faiths
  • Specific events held in school to celebrate other cultures (E.G. Bring-a Dish whole school events)
  • Encouraged to share faiths and beliefs within school such as fasting, leave for religious observance is granted etc

 

 

Prevent

What is Prevent?

The Prevent strategy was published by the government in 2011 and is a key part of CONTEST, the Government’s counter-terrorism strategy. It aims to stop people becoming terrorists or supporting terrorism. The strategy aims to respond to the ideological challenge of terrorism and those who promote it, prevent people being drawn into terrorism, and work with sectors and institutions where there are risks of radicalisation.

 

 

The Brief For Schools

Schools should ensure that their safeguarding arrangements take into account the procedures and practice of the local authority as part of the inter-agency safeguarding procedures set up by the Local Safeguarding Children Board (LSCB). Schools’ child protection policies should describe procedures which are in accordance with government guidance and refer to locally agreed inter-agency procedures put in place by the LSCB. Extra responsibility and duty will be placed upon schools to recognise what vulnerabilities can look like and to be able to refer concerns confidently through the dedicated safeguarding route known as Channel. (Channel is a multi-agency safeguarding programme which operates throughout England and Wales. It provides tailored support to people who have been identified as at risk of being drawn into terrorism).

 

 

Responsibilities of Governors and Teachers

Senior management and governors should make sure that staff have training that gives them the knowledge and confidence to identify children at risk of being drawn into terrorism and challenge extremist ideas which can be used to legitimise terrorism and are shared by terrorist groups. They should know where and how to refer children and young people for further help. Prevent awareness training will be a key part of this. Senior management and governors are expected to assess the risk of pupils being drawn into terrorism, including support for the extremist ideas that are part of terrorist ideology.

 

 

What Training Do Staff Require?

The Prevent for schools website suggests that schools can demonstrate good leadership and management in tackling extremism by providing training that gives staff the knowledge and confidence to identify children at risk of being drawn into terrorism and challenge extremist ideas which can be used to legitimise terrorism and are shared by terrorist groups. Prevent awareness training will be a key part of this.

 

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