Moorsley Road, Hetton le Hole, Houghton le Spring

0191 553 6750

hetton.primary@schools.sunderland.gov.uk

Promoting British Value

Schools have been asked to explain how they promote British values.  These are certain values that have been attributed to being British, by the government and some institutions, and fall into the following broad areas

Democracy

  • Britain is a democracy meaning that the British people vote for who makes the law and decides how the country is run.

The Rule of Law

  • Britain has a police force that upholds the law and tries to ensure people are safe.

Individual Liberty

  • Britain allows people to live as they choose and have their own opinions as long as they keep within the law.

Tolerance and Respect.

  • Britain gives respect to the thoughts, feelings and beliefs of others even if they are not in agreement with them.

How do we specifically promote ‘British Values’ at Hetton Primary School?

We seek to ensure that our policies and practice reflect and promote British values in the following ways:

Democracy

Our elected House and Vice Captains, School Council and OWLS Parliament provide a real opportunity for the children to promote and understand democracy in action.

Pupils demonstrate a high level of commitment to the school.  They are keen to take on responsibilities and play an active role in decision making.  There are regular opportunities for pupils to express their views, which they do thoughtfully and confidently, for example, through class and school council activities and pupil-led assemblies.  Their views are valued and can be seen to make a significant contribution to school life.  There is a high level of co-operation and collaboration evident between the pupils, they are able to communicate, interact and get along well with each other.

The strong sense of belonging and pride evident within our school community extends to the wider community.  We encourage our pupils to see their role and related responsibilities within a wider context where they show a high level of respect and compassion towards others, for example raising money to help local and national charities.

Through the curriculum, the children explore the advantages and disadvantages of democracy and how it works in Britain, for example when considering periods of history where democracy was not as fully developed as it is now.

 

The Rule of Law

High standards of behaviour are an important expectation of our school. We aim to provide a secure and caring environment where pupils can develop a strong sense of responsibility, self-discipline and co-operation.  There are high expectations of behaviour from all staff and our pupils are actively involved in implementing the positive discipline policy.  The policy is based on shared expectations, positive relationships, effective communication, consistency and fairness.  Positive behaviour is recognised, valued and rewarded using a range of practices.  Negative behaviour has clearly understood consequences.

Pupils demonstrate a very good understanding of the positive discipline policy, rooted in developing emotional intelligence; they respond very positively to the consistent approach of staff and the vast range of rewards.  Consequently, they know the difference between right and wrong and apply this consistently in daily school life.  The success of our positive discipline policy can be seen through the vast majority of pupils showing outstanding behaviour, with very few incidents of unacceptable behaviour.   Evidence from lesson observations indicates that pupils demonstrate an excellent aptitude for learning.

 

Individual Liberty

We place a high level of importance on developing our pupil’s self-knowledge, self-esteem and self-confidence.  They are well supported through all areas of teaching and learning and expected to take responsibility for the choices they make; with an emphasis on keeping themselves safe, showing positive behaviour and being the very best they can be.  They are equipped with the necessary knowledge and skills to make appropriate choices and taught about ambitions and aspirations. They are encouraged to take opportunities to follow their interests and talents, for example in art, music and sport.  We strive to challenge stereotypes through our SMSC and PHSE curriculum.

There is a whole school commitment to ‘saying NO to Bullying’.  A policy is in place based on a shared understanding; with strategies in place to develop awareness and understanding, and effectively support and address any incidents of bullying. 

 

Tolerance and Respect

Our school’s aims and values make explicit our commitment to ‘providing a caring community where each child is encouraged and expected to show care, courtesy, tolerance and respect for others’.  We promote respect for individual differences in all areas of learning and interaction.

Pupils are taught and acquire an understanding of, and respect for, their own and others rights and ways of life.  A strong PSHE curriculum assists pupils to make appropriate choices and they are able to reflect upon their feelings and actions, and those of others, extremely well.  The broader curriculum is planned to provide the children with opportunities to explore the diversity of our world where they show interest and tolerance.

We provide age appropriate opportunities to discuss differences between people such as differences of faith, ethnicity, disability, gender or sexuality and differences of family situations, such as looked-after children or young carers.

Tolerance of different faiths is explored and promoted through our Religious Education curriculum where pupils learn about different religions, for example beliefs, places of worship and festivals.  We have strong links with our local churches with regular visits by local religious leaders. Pupils also have the opportunity to visit places of worship linked to their curriculum work.  

Through showing mutual respect, pupils are able recognise similarities and be understanding and accepting of differences.  They are encouraged to recognise and challenge prejudicial and discriminatory behaviour.