Promoting British Values
This policy applies to all students and staff of the school, including the Early Years Foundation Stage (EYFS).
This policy reflects the school’s aims to prepare its students fully for the opportunities, responsibilities and experiences of life in British society and to develop respect for others and value diversity nationally and internationally. This policy recognizes the requirement to encourage respect for other people, with particular regard to the protected characteristics under the British Equality Act 2010. In doing this, the school fulfils its statutory duty to promote the spiritual, moral, cultural, mental and physical development of all our students. In accordance with the Education (Independent School Standards) (England) Regulations 2014 Everest International will ‘actively promote’ the fundamental British values of:
Democracy, the rule of law, individual liberty, mutual respect and tolerance of those with different faiths and beliefs alongside respect for equal rights, belief in personal and social responsibility and respect for British institutions
British values are promoted through the curriculum within the PSHE programme, Religious, Moral, Philosophy and Ethics lessons, assemblies and other activities (such as extra-curricular activities), and through the routine behaviour expected of all students and staff. The values are embedded in the ethos, aims and values of the school.
In actively promoting these values the school will forbid the partisan teaching of any subject and where political issues are discussed the school will ensure that our students are offered a balanced presentation of opposing viewpoints.
The school’s curriculum is designed to:
- enable students to develop their self-knowledge, self-esteem and self- confidence
- enable students to distinguish right from wrong and to respect the civil and criminal law
- encourage students to accept responsibility for their behaviour, show initiative and
- understand how they can contribute positively to the lives of those living and working in the locality in which the school is situated and to society more widely
- enable students to acquire a broad general knowledge of and respect public institutions
- further tolerance and harmony between different cultural traditions by enabling students to acquire an appreciation of and respect for their own and other cultures – in particular the
- traditions and culture of Morocco
- encourage respect for other people
- encourage respect for democracy and support for participation in the democratic process including respect for the basis on which the law is made and applied in England
Promoting British Values from EYFS to KS2
Democracy
Whole School
The principle of democracy is explored in assemblies. The practice is encountered by students in the running of House activities and voting for their chosen charity each year. Children contribute to the school code of conduct and class rules in every class. Children have many opportunities for their voices to be heard. All children are able to nominate and vote for children to achieve a kindness certificate
Early Years Foundation Stage
There are many instances of promoting democracy through group decision-making and sharing. Key Stage 1
From Year 1, children join the school council which meets regularly to discuss issues raised in class circle meetings. The council has its own budget and is able to genuinely affect change within the
school. From Year 1, children have an annual questionnaire with which they are able to put forward their views about the school. Topics such as ‘how can we make playtimes even happier’ are discussed.
Key Stage 2
At the start of each year, KS2 pupils and families nominate a short list of charities for consideration and the whole school votes on the chosen charity to fundraise over the year. Older children have the opportunity to present their case for being voted House captain in Year 5/6 and experience democracy first hand through charity voting. As part of the PSHE programme children learn that we
live in a democratic society and how such a society functions.
The Rule of Law
Whole School
The school is governed by rules that students are made aware of through induction, assemblies, and in documents such as class charters. All staff, parents and students, when they join the school, are made aware of the safeguarding policy and procedures, and codes of conduct. Students are taught the value of and the reasons behind the rules, their own responsibilities and the consequences of their actions when these rules are broken.
The rule of law is explored in the curriculum through the PSHE programme and the Philosophy and Ethics Scheme of Work. The importance of rules and law are consistently reinforced throughout school life, as well as when dealing with behaviour and through school assemblies. Students are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from authorities such as the Police and Fire Service help reinforce this message.
EYFS
The children learn right from wrong and how important rules are. We teach that there are boundaries and consequences, and that feelings and behaviour should be managed to fit within
these boundaries. Children understand rules are there to keep them safe and they know who to go to if they do not feel safe. Children also understand that there are rewards for good behaviour and sanctions are administered fairly across the school. Children understand the positive behaviour systems in the classrooms and follow rules for safety in every part of school life.
Key Stage 1
Children learn when it is good to pretend and when it is not, when to ask for help and what rewards are suitable for different occasions.
Key Stage 2
Philosophy and Ethics lessons look at the issues such as ‘is it ever right to steal?’
They study trust, leadership, making decisions, duties and responsibilities.
Individual Liberty
Whole School
Students are encouraged to ask questions, make independent choices, and take intellectual risks within a high challenge/low threat environment. The school seeks to create the conditions within
which students can make informed choices. Students are encouraged to know, understand and exercise their rights and personal freedoms, and are advised on how to exercise these safely, for
example through child-initiated play, assemblies, e-safety and PSHE activities.
Students are encouraged to develop, reflect on and articulate their own viewpoints. They are given the freedom to make choices at meal times and in extra-curricular programmes. In their teaching, our teachers encourage students to take ownership of their learning and make choices based on how they learn most effectively. Children understand and value their own self and have confidence in making choices. Self-esteem, self-confidence and self-awareness are important and activities are created to promote these attributes. Self-selection of a healthy meal at lunchtime, encouragement of performance in front of others e.g. singing solos, reciting poetry, presenting learning in assembly.
Children are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young pupils to make choices
safely, through provision of a safe environment and empowering education.
Early Years
Examples include a free choice of book to take home from an appropriate selection and daily free choice of continuous provision activities in the classroom,
Key Stage 1
Students are encouraged to know, understand and exercise their rights and personal freedoms and advised how to exercise these safely, for example through our e-Safety and PSHE lessons. Whether it be through choice of learning challenge, or participation in our extra-curricular clubs and opportunities, students are given the freedom to make choices. They also learn that everyone is special and not everyone likes the same thing.
Key Stage 2
Students are encouraged to take even more responsibility for their learning, to self-assess their work. Student-initiated clubs and activities are encouraged – eg. If a particular year group had a
specific interest in basket-ball this will inform the club that is on offer to them.
Mutual Respect and Tolerance of those of Different Faiths and Beliefs Respect is central to the ethos of the school, and is modelled by students and staff alike. The school promotes respect for others in the classroom and in all other activities. The school seeks to develop mutual respect throughout the curriculum, and the code of conduct promotes the values of respect and responsibility.
Students are encouraged to explore ideas and develop opinions, always understanding that disagreement does not entail loss of respect for and understanding of others’ opinions. Students are given the opportunity to explore and understand their place in an ever increasing culturally diverse society, and they are given the opportunity to experience diversity within the school community.
Assemblies allow students to appreciate different faiths and practices, and this is supported by the programmes of study in RE, Philosophy and Ethics and PSHE. Students are given the opportunity to encounter other perspectives, religions, cultures and languages in numerous ways – particularly those of Morocco. Mutual respect and tolerance lie at the heart of our values.
Children learn that their behaviours have an effect on their own rights and those of others. All members of the school community treat each other with respect. We place a great emphasis on promoting diversity with the children.
Whole School
Assemblies are regularly planned to address this issue either directly or through the inclusion of stories and celebrations from a variety of faiths and cultures. Our Moral, Ethics and PSHE teaching
reinforce this. Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school. Alongside moving and dancing activities to British songs for a ‘Wake Up and Shake Up’ morning assembly, the children experience Moroccan Culture and values, giving them an opportunity to develop a respect for the Moroccan cultural heritage. Songs from a broad range of cultures are included in the school repertoire and art, music, dance and food from other cultures and countries are celebrated.
Early Years
Embracing British food alongside cuisine from Morocco is the perfect opportunity for the children to learn about and understand other cultures and traditions. Making and eating food connected to world cultural celebrations is a perfect opportunity to allow the children to explore other traditions and cultures, as well as the British value of democracy. Examples of this are a British celebration lunch, to celebrate the mid-autumn Harvest festival and making food for Winter and Spring Celebrations.
Key Stage 1
Children learn to recognize the good qualities in each other, and their strengths and likes. As part of the Moral, Ethics and Philosophy lessons they study Islamic beliefs and practices, Christianity and other world religions.
Key Stage 2
RE, ethics and Philosophy lessons encourage children to compare religious beliefs and practices. They explore how some of the values held by communities affect behaviour and actions and look at some of the different ways that individuals show their beliefs.
Children visit places of worship in Tangier that are important to different faiths.
The role of the school in the prevention of political indoctrination
This is implicit in the values described above.
There is no place at the school for the promotion of partisan political views. There are occasions when it is appropriate to present students with different political views; in these cases, we
undertake to ensure a balanced presentation of those views. The school is a safe space in which students can understand and discuss sensitive topics and learn how to challenge these ideas. If any students were to express discriminatory or extremist opinions or behaviours, these would be challenged as a matter of course.