Photo by jenny downing - Creative Commons Attribution License https://www.flickr.com/photos/7941044@N06
Created with Haiku Deck
Photo by isbg6 - Creative Commons Attribution-NonCommercial License https://www.flickr.com/photos/54101419@N02
Created with Haiku Deck
Photo by Blue Square Thing - Creative Commons Attribution-NonCommercial-ShareAlike License https://www.flickr.com/photos/15879717@N00
Created with Haiku Deck
Effectiveness of leadership & management
• Pupils’ spiritual, moral, social and cultural
development and, within this, the promotion of
fundamental British values, are at the heart of
the school’s work.
• Leaders promote equality of opportunity and
diversity exceptionally well, for pupils and staff,
so that the ethos and culture of the whole school
counters any form of direct or indirect
discriminatory behaviour. Leaders, staff and
pupils do not tolerate prejudiced behaviour.
Effectiveness of leadership & management
Leaders’ work to protect pupils from
radicalisation and extremism is exemplary.
Leaders respond swiftly where pupils are
vulnerable to these issues. High quality training
develops staff’s vigilance, confidence and
competency to challenge pupils’ views and
encourage debate.
Quality of teaching, learning & assessment
Teachers are quick to challenge stereotypes and
the use of derogatory language in lessons and
around the school. Resources and teaching
strategies reflect and value the diversity of
pupils’ experiences and provide pupils with a
comprehensive understanding of people and
communities beyond their immediate
experience. Pupils love the challenge of
learning.
Personal development, behaviour and
welfare
• Pupils discuss and debate issues in a
considered way, showing respect for others’
ideas and points of view.
• Pupils work hard with the school to prevent all
forms of bullying, including online bullying
and prejudice-based bullying.
• Staff and pupils deal effectively with the very
rare instances of bullying behaviour and/or
use of derogatory or aggressive language.
Personal development, behaviour and
welfare
• Pupils have an excellent understanding of how
to stay safe online, the dangers of
inappropriate use of mobile technology and
social networking sites.
• Pupils’ spiritual, moral, social and cultural
development equips them to be thoughtful,
caring and active citizens in school and in
wider society.
Photo by Colourless Rainbow - Creative Commons Attribution-NonCommercial-ShareAlike License https://www.flickr.com/photos/35449035@N00
Created with Haiku Deck
Photo by photonburst - Creative Commons Attribution-NonCommercial-ShareAlike License https://www.flickr.com/photos/22038283@N02
Created with Haiku Deck
Spiritual
• ability to be reflective about their own beliefs,
religious or otherwise, that inform their
perspective on life and their interest in and
respect for different people’s faiths, feelings and
values
• sense of enjoyment and fascination in learning
about themselves, others and the world around
them
• use of imagination and creativity in their learning
• willingness to reflect on their experiences.
Photo by ☆Laura loves Carlos☆ [Shimalty] - Creative Commons Attribution-NonCommercial License https://www.flickr.com/photos/33912875@N06
Created with Haiku Deck
Moral
• ability to recognise the difference between right
and wrong, readily apply this understanding in
their own lives and, in so doing, respect the civil
and criminal law of England
• understanding of the consequences of their
behaviour and actions
• interest in investigating and offering reasoned
views about moral and ethical issues, and being
able to understand and appreciate the viewpoints
of others on these issues.
Photo by JD Hancock - Creative Commons Attribution License https://www.flickr.com/photos/83346641@N00
Created with Haiku Deck
Social
• use of a range of social skills in different contexts,
including working and socialising with pupils from
different religious, ethnic and socio-economic
backgrounds
• willingness to participate in a variety of communities and
social settings, including by volunteering, cooperating
well with others and being able to resolve conflicts
effectively
• acceptance and engagement with the fundamental
British values of democracy, the rule of law, individual
liberty and mutual respect and tolerance of those with
different faiths and beliefs; the pupils develop and
demonstrate skills and attitudes that will allow them to
participate fully in and contribute positively to life in
modern Britain.
Photo by challiyan - Creative Commons Attribution-ShareAlike License https://www.flickr.com/photos/11852045@N08
Created with Haiku Deck
Cultural
• understanding and appreciation of the wide range of cultural
influences that have shaped their own heritage and that of others
• understanding and appreciation of the range of different cultures
within school and further afield as an essential element of their
preparation for life in modern Britain
• knowledge of Britain's democratic parliamentary system and its
central role in shaping our history and values, and in continuing to
develop Britain
• willingness to participate in and respond positively to artistic,
sporting and cultural opportunities
• interest in exploring, improving understanding of and showing
respect for different faiths and cultural diversity, and the extent to
which they understand, accept, respect and celebrate diversity, as
shown by their tolerance and attitudes towards different religious,
ethnic and socio-economic groups in the local, national and global
communities.
What Next?
Your School and British Values
• ‘Our school values statement is beginning
to look like a house with many
extensions’
• ‘How can we embed all these different
values system, how do they reflect what
we are really about’
• ‘It is just another add on’
• ‘Does it relate to our Christian values?’
Integrate British values into your
school vision
A 2 strand approach
1. Find out where they sit within your school
vision, values, principles
2. Audit where the ‘British values’ are already
developed
Reviewing Your Vision
An Example:
• Imagine your school as a vehicle. What
would you choose?
• Where are your Christian values? What
would happen to your vehicle if they were
somewhere else?
• Where does your work on Rights
Respecting Schools develop on this vehicle?
• What about your work on Growth Mindset?
• Where would you place British values?
• Who is steering? Who is navigating?
• Where are the things that are special/
important about your school – the
strengths?
• Where are the children in your vehicle?
What is their role?
• Where are the parents, what are they
doing?
• What forms the engine or power source?
The tree example:
•
•
•
•
•
•
•
Imagine your school as a plant.
What would you choose?
Where are your Christian values?
What would happen if they were
somewhere else?
Where does your work on the 5Rs
develop on this model?
What about your work on global
citizenship?
Where would you place British
values?
What then do the branches
become?
What then do the fruit become?
Windows, mirrors, doors
Encounter
Reflection
Transformation
Three Layers
Spiritual Development
Process
Mastery
Windows
Encounter
Surface
Mirrors
Reflection
Deep
Doors
Transformational
Profound
Where is the teaching of British values
already developed?
British Values Across the Curriculum
Photo by LordSchrammi - Creative Commons Attribution-NonCommercial-ShareAlike License https://www.flickr.com/photos/9073303@N07
Created with Haiku Deck
Photo by cinderellasg - Creative Commons Attribution-NonCommercial-ShareAlike License https://www.flickr.com/photos/79447530@N00
Created with Haiku Deck
Rights Respecting Schools
• Positive
Playtimes
• Class charters
• Global
citizenship
• Embedding in
Christian values
Photo by VinothChandar - Creative Commons Attribution License https://www.flickr.com/photos/44345361@N06
Created with Haiku Deck
Victoria Park Academy
• Ballot Street Spice
• An unconventional model
• What can you do to explore and
celebrate and deepen
understanding using the diversity
you have?
http://www.ballotstreet.co.uk
What’s your big idea?
Celebrate your British values
So many ways……..
• The Magna Carta
• The year 6
challenge
• Focused lessons,
e.g.
www.parliament.uk/educa
tion/teaching-resources
www.whitchurchprimary.org
The Best Solutions?
• High quality religious education, history,
PSHE etc
• Good critical thinking
• Knowing where to go when concerned
Monitoring and Evaluation
•
•
•
•
•
•
What is the impact you are hoping to identify?
A role for governors
Governor information session
Learning walk
Interviews with children
Subject leader meeting focus
Wide ranging resources
• Guardian Eye Witness
• http://www.theguardian.com/world/series/eyewi
tness
• Faces of Faith
• http://www.faithinschools.co.uk/faces-of-faith
• London Grid for Learning
• http://counterextremism.lgfl.org.uk/
• Email a believer:
• http://pof.reonline.org.uk/
Resources
http://resilience-england.recouncil.org.uk
http://www.unicef.org.uk/rights-respectingschools/
http://www.citizenshipfoundation.org.uk/