British Values

British Values

Under the Equality Act 2010, which underpins standards of behaviour and incorporates both British and universal values, we have a legal obligation not to discriminate against directly or indirectly, harass or victimise those with protected characteristics. We make reasonable adjustments to procedures, criteria and practices to ensure that those with protected characteristics are not at a substantial disadvantage.

We believe that social and emotional development is shaped by early experiences and relationships. The curriculum and learning experiences we offer at Colebrook Infant Academy fully support children’s earliest skill development. This ensures that they can become good citizens in an age-appropriate way and are able to listen to and follow instructions; know the difference between right and wrong; recognise similarities and differences between themselves and others; make and maintain friendships; develop empathy and consideration of other people; take turns in play and conversation; take notice of rules and boundaries; learn to be kind to others with words and actions; and understand the consequences of hurtful/discriminatory behaviour.

Our school's assembly themes cover issues which support British values, as well as other key religious, cultural and community dates and events and all children are able to attend and participate in these. A clear assembly structure is followed and these offer inspirational and thought provoking ideas which are then discussed and embedded further in the classroom. This is also supported through the school's own values of respect, kindness, fairness, resilience, co-operation and understanding which are used to guide us to becoming good learners, but most importantly, good people.

Democracy: making decisions together and having an opinion (taught through the prime area of Personal, Social and Emotional Development):

• As part of the focus on self-confidence and self-awareness, staff encourage children to see their role in the bigger picture. They encourage them to know that their views count, to value each other’s views and values, and to identify and talk about their feelings.
• Staff support the decisions that children make and provide activities that involve turn-taking, sharing and collaboration. Children are given opportunities to develop enquiring minds in an atmosphere where questions are valued.
• Our School Council enables children to have a voice in making changes/improvements to the school and provides the opportunity for all of the children to be part of democratic votes.

Rule of law, or understanding rules and their importance and following rules to develop order (taught through the prime area of Personal, Social and Emotional Development):

• Staff ensure that children understand their choices and the consequences associated with these.
• Staff collaborate with children to understand the school's values and how these relate to the way we behave and interact with each other and the school environment.
• Staff teach and reinforce the three school rules - we are kind, we are respectful and we are resilient.

Individual liberty, or freedom for all and the right to make our own choices (through the prime areas of Personal, Social and Emotional Development, and Understanding the World):

• We want children to develop a positive sense of themselves. Staff provide opportunities for children to develop their self-knowledge, self-esteem and increase their confidence in their own abilities through allowing children to take calculated risks.
• Teachers encourage a range of experiences that allow children to explore the language of feelings and responsibility, reflect on their differences and understand we are free to have different opinions.

Mutual respect and tolerance of different faiths and beliefs, or treating others as you want to be treated, respect for each other and working together (through the prime areas of RE, Personal, Social and Emotional Development and Understanding the World):

• Staff create an ethos of inclusivity and tolerance where views, faiths, cultures and races are valued, and children are engaged with the wider community.
• Children should acquire tolerance, appreciation and respect for their own and other cultures; know about similarities and differences between themselves and others, and among families, faiths, communities, cultures and traditions.
• Staff encourage and explain the importance of tolerant behaviours, such as sharing and respecting the opinions of others.
• Staff promote diverse attitudes and challenge stereotypes, for example, sharing stories that reflect and value the diversity of children’s experiences and providing resources and activities that challenge gender, cultural or racial stereotyping.