THE REQUIREMENT TO PROMOTE BRITISH VALUES – A Briefing Paper / Advice for Schools
Education Department – Diocese of Bath and Wells
January 2015
Contents
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Introduction : why this briefing ? / Our position as a Department
Context and the requirement to teach ‘British’ Values : The Regulations
The National Society’s Viewpoint ( Church of England Education division )
Other useful responses and advice, eg NAHT
Advice for Schools
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What are the British Values ?
What are the Ofsted requirements in relation to British Values ? : Inspection and
accountability
What resources can we draw on?
How do British Values link with Christian Values ?
How can British Values be “taught” / embodied within the life of the school ?
Introduction : Why this briefing note ?
The Education department is very conscious of concerns raised by our schools in relation to the
new requirement to teach British Values and how these values can link in to the current strength
in our schools which already exists in terms of teaching Christian Values. As a result of this, we
have produced a briefing paper which is intended to advise schools on this matter; schools will
want to discuss and adapt and direct their own policies and practises as appropriate. Clearly
this is an area of some controversy and there are a variety of viewpoints; however, we hope that
what will be clear is that the majority of schools are already active in promoting values in their
schools, and that with some increased awareness and evidencing, the focus on so-called British
values will be met.
This guidance is intended for teaching staff and governors.
It is intended to give clarity on the current position in relation to British values in schools, to
enable schools and governors to consider the debate and to ensure that they are fully prepared
for the new requirements.
The Education department is seeking to build and share good practice and practical examples of
the teaching of British Values as linked in to Christian Values and is in the process of setting up a
working party of teachers to this effect. If your school is interested in joining this working party
please contact us at Helen.Fenn@bathwells.anglican.org ( this is a fully funded opportunity).
Our position
Our advice and guidance is given in the spirit that we know that our schools are firmly rooted in
what they are already doing. The changeless nature of Christian values rooted in the Bible is
central to the ethos and culture of our schools. At the same time we recognise and understand
that schools need to pay attention to the different outworking of those values given our changing
world. We hope that our schools will not be reactive, but will have the confidence to make links
and to re-articulate their rootedness in Christian values.
Immediate actions recommended
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Check your website and make sure that there is a reference to British Values contained
within it
Check your website and make sure that there is a statement linked to your broad and
balanced curriculum provision
Be clear about how you are addressing diversity issues through collective worship and RE
Ensure that you know what the British values are, how they link to Christian values and
that you have completed the check- list recommended within this guidance ( see below ).
Context and the new requirement to teach British Values : The regulations ( DfE)
In June 2014 – the then Education Secretary Michael Gove set out plans for all school children
to be taught ‘ British Values ‘. These values were originally referred to in the Government’s 2011
Prevent Strategy and the renewed focus on these values came as a direct result of the perceived
promotion of strict Islamist values in some schools in Birmingham.
There is now a clear expectation from the DfE for all schools to ensure SMSC development of all
pupils and to demonstrate within this that they are actively promoting fundamental British
values as set out below :
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Democracy
The rule of law
Individual liberty
Mutual respect and tolerance of those with different faiths and beliefs
This is now captured in law ( 2014 Statutory Instrument 2374) and is reflected in the new Ofsted
Framework ( see below ).
The DfE has produced guidance which supports schools in promoting fundamental British values
as part of SMSC and this includes examples of actions schools may take. ( See below “Promoting
fundamental British values as part of SMSC in schools” Nov 2014 ).
The response of the Church of England’s Education branch as set out by Nigel Genders, Chief
Education Officer for the Church of England
Some key messages which support the debate from a church school perspective
There are some key misconceptions which need to be challenged and around which we, as
church schools, need to be clear. The language used to talk about church schools can
sometimes be confusing and potentially inaccurate. Church of England schools are designated ‘
schools with a religious character’ and are NOT ‘faith schools’. The original and continuing
purpose of church schools is to serve their communities and the disadvantaged, and not to
convert children. They are not about indoctrination or recruitment.
Commentary from the Trojan Horse episode can make it sound as though all schools with a
religious character are a problem. This is far from the truth. In fact, no schools with a religious
character ( or indeed faith schools ) were part of the Trojan Horse issue.
As such, we need to equip our schools with a proper understanding of the debate and language
and common misconceptions around that debate.
We wholeheartedly support the idea of schools being required to promote the values of tolerance
and respect for those coming at things from a different perspective.
We actively seek to support our schools in promoting tolerance and respect and have always
done so.
At the same time, we need to promote a proper debate around British values rather than simply
“policing” them through an ever increasing inspection regime.
The context in which the debate around British Values has arisen must be seen in relation to the
way in which communities and our Nation as a whole develops its language and priorities on
equality and diversity as well as an awareness of how extremism can develop and thrive.
Our aim is to ensure that our vision for education is focussed on the formation of character for
the transformation of our world.
If, as some elements of the debate have suggested, we reject all forms of religion from schools,
we are failing to prepare young people for the realities of life in a modern and globalised world.
Other useful responses – National Association of Headteachers
The NAHT strongly encourages schools to capture and describe the good work that they are
already doing in relation to British Values such as a broad approach to the teaching of RE, PSHE
programmes, School Councils, Behaviour Policies etc ( see below ). Russell Hobby of the NAHT
has encouraged schools to focus not just on specific lessons about British values, but on the way
in which they are embodied within the culture and ethos of the school.
British Values
ADVICE FOR SCHOOLS : Accountability and Inspection : Ofsted
What are the ‘British’ Values required to be taught ?
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Democracy
The rule of Law
Individual liberty
Mutual respect and Tolerance of those with different faiths and beliefs
What does Ofsted require of schools ?
The Framework for School Inspection - January 2015
When reporting, inspectors must consider :
The spiritual, moral, social and cultural development of pupils at the school.
School Inspection Handbook - January 2015
Planning for the inspection must be informed by analysis of :
Information on the school’s website, including the statutory sharing with parents of curriculum
information (so the lead inspector can start to assess the breadth and balance of the school’s
curriculum and whether it is likely to promote preparation for, and an appreciation of life in
modern Britain).
In schools with a religious character, section 5 inspectors may not comment on the content of
religious worship or on denominational religious education. However, inspectors may comment
on the contribution of assemblies and teaching (in any subject with the exception of RE) to pupils’
personal and spiritual, moral, social and cultural development, and their behaviour and safety.
Before making the final judgement on the overall effectiveness, inspectors must also evaluate:
the effectiveness and impact of the provision for pupils’ spiritual, moral, social and cultural
development.
The School may be deemed to require improvement if there are weaknesses in the overall
provision for pupils’ spiritual, moral, social and cultural development.
Defining spiritual, moral, social and cultural development ( Ofsted )
Note : please also make the connections around SMSC using the SIAMS Framework which will
be extremely useful in this context
131. The spiritual development of pupils is shown by their:
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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
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sense of enjoyment and fascination in learning about themselves, others and the world
around them
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use of imagination and creativity in their learning
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willingness to reflect on their experiences.
132. The moral development of pupils is shown by their:
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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
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understanding of the consequences of their behaviour and actions
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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.
133. The social development of pupils is shown by their:
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use of a range of social skills in different contexts, including working and socialising with
pupils from different religious, ethnic and socio-economic backgrounds
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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
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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.
134. The cultural development of pupils is shown by their:
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understanding and appreciation of the wide range of cultural influences that have
shaped their own heritage and that of others
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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
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knowledge of Britain's democratic parliamentary system and its central role in
shaping our history and values, and in continuing to develop Britain
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willingness to participate in and respond positively to artistic, sporting and
cultural opportunities
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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.
GRADE DESCRIPTORS
Overall Effectiveness
Outstanding
Good
Requires Improvement
Inadequate
The school’s thoughtful and wide-ranging promotion of pupils’
spiritual, moral, social and cultural development and their physical
well-being enables them to thrive in a supportive, highly cohesive
learning community
Deliberate and effective action is taken to create a cohesive learning
community through the promotion of pupils’ spiritual, moral, social
and cultural development and their physical well-being. There is a
positive climate for learning
The school requires improvement because ….. there are
weaknesses in the overall provision for pupils’ spiritual, moral, social
and cultural development
There are serious weaknesses in the overall promotion of pupils’
spiritual, moral, social and cultural development or their physical
well-being, so that pupils are intolerant of others and / or reject any
of the core values fundamental to life in modern Britain
Quality of leadership and management
Inspectors should consider how well leadership and management ensure that the curriculum:
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is broad and balanced, complies with legislation and provides a wide range of subjects,
preparing pupils for the opportunities, responsibilities and experiences of later life in
modern Britain; inspectors should not expect to see a particular range of subjects but
should be alert to any unexplained narrowness in the breadth of curriculum being offered
by the school
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actively promotes the fundamental British values of democracy, the rule of law, individual
liberty and mutual respect and tolerance of those with different faiths and beliefs
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information about what is taught in the curriculum each year is shared with parents and
carers, including by meeting the statutory requirement to make curriculum information
available on the school’s website
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promotes tolerance of and respect for people of all faiths (or those of no faith), races,
genders, ages, disability and sexual orientations (and other groups with protected
characteristics44) through the effective spiritual, moral, social and cultural development
of pupils, including through the extent to which schools engage their pupils in extracurricular activity and volunteering within their local community
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includes a rounded programme of assemblies that help to promote pupils’ spiritual,
moral, social and cultural development, providing clear guidance on what is right and
what is wrong
Safeguarding
. Inspectors should consider the effectiveness of safeguarding arrangements to ensure that there
is safe recruitment and that all pupils are safe. This includes the approach to keeping pupils safe
from the dangers of radicalisation and extremism, and what is done when it is suspected that
pupils are vulnerable to these .
Behaviour and Safety
When judging behaviour and safety, inspectors should consider :
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The school’s policy and procedures for ensuring that visitors to the school are suitable
and checked and monitored as appropriate, for example external speakers at school
assemblies
The school’s response to any extremist or discriminatory behaviour shown by pupils
Governors’ responsibilities
The responsibility of governors in relation to promoting British values are set out clearly in the
Governors’ Handbook
“Every effort should be made to ensure the school’s ethos promotes the fundamental British
values of democracy, the rule of law, individual liberty, and mutual respect and tolerance for
those with different faiths and beliefs; and encourage students to respect other people, with
particular regard to the protected characteristics set out in the Equality Act 2010. The governing
body should ensure that this ethos is reflected and implemented effectively in school policy and
practice and that there are effective risk assessments in place to safeguard and promote
students’ welfare. The Department has produced advice for maintained schools on the spiritual,
moral, social and cultural development of pupils, which includes references to promoting British
Values.”
Governor responsibilities are also set out clearly under the current School Inspection Handbook
updated in January 2015 :
“Ensure that they and the school promote tolerance and respect for people of all faiths ( or those
of no faith ) ,races, genders, ages, disability and sexual orientations ( and other groups with
protected characteristics ) and support and help, through their words, actions and influence
within the school and more widely in the community, to prepare children and young people
positively for life in modern Britain .”
BRITISH VALUES
Advice for Schools : sources of support, examples of good practice
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Resources
Christian values links
Appraisal links
Practical examples
Resources
1. Promoting fundamental British Values through SMSC – DfE Non-Statutory Guidance
published November 2014
2. Improving the SMSC Development of its pupils – DfE advice November 2013
3. Guidance on the duty to promote community cohesion
4. Guidance for Headteachers and Governors on Ofsted 2014 criteria for SMSC, RE and
Collective Worship
Christian Values – Possible Links
Most schools use either one or both of the recommended resources as set out below and there
are clearly evidenced links between these values and those defined under ‘British Values’. These
links may be considered as a starting point for schools. Further wider work and resources on the
links between Christian values and a values curriculum are available through the Education
department, but as a first port of call please refer to the Values Curriculum jigsaw set out below.
British Values
Democracy
The rule of law
Individual liberty
Mutual Respect and Tolerance
of those with different faiths and
beliefs
Christian Values for Schools
Justice
Trust
Justice
Trust
Justice
Trust
Peace
Koinonia
Friendship
Humility
Forgiveness
Hope
Values for Life
Justice
Responsibility
Justice
Responsibility
Justice
Responsibility
Respect and reverence
Humility
Friendship
Peace
Compassion
Wisdom
Values links – Curriculum Jigsaw model
Aims
Principles
Educational
purposes
Vision
Community
curriculum
Quality R.E.
SCHOOL
curriculum
Values in school
improvement
approaches
SIAMS
National
curriculum
OFSTED
Thematic approach
Subject specific
approach
A Curriculum in
all its Fullness
values links in
planning
A VALUES LED
CURRICULUM
Values in History
etc
Blocked /school
opportunities
Faith week
Values days
Teaching and
learning policy
values explicit
Topics, projects , nonsubject specific /
current affairs
Home Learning
and Family
Values projects
Eg News items,
wisdom texts , issue of
the day
Values overview
SEAL /
Collective
worship links
Stick of rock principle
Pedagogy
EYFS approaches
Curriculum
organisation
Timetabling
Progression
Explicit and
implicit
curriculum
Values through
inclusion
Use of pupil premium
Big Ideas for little
people
Ideas … range eg
Pentecost
Godly Play
BRITISH VALUES
Practical approaches and examples – a starting point
Refer in the first instance to the checklist “Top ten questions : A diagnostic check-list for
governors and headteachers – How effective is our school at SMSC, RE and CW ?”
Check the overlaps with SIAMS and SIAMS criteria and the evidencing of such
Further practical examples and starting points :
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Clear Values statement and policy encompasses all aspects rather than a scattergun
approach
Strong school ethos reflects a values based approach and has specific references to
Christian values and British values
Ethos statement is published on the school website
Strong policies on collective worship, visitors to school, RE ( including risk assessment
where appropriate )
Strong curriculum statement both on the school website, known by parents, and
exemplified in teacher planning, demonstrating aims and examples in terms of preparing
children for life in modern Britain : A broad and balanced curriculum
Specific curriculum teaching as appropriate as related to democracy
Teacher planning may be adjusted to reflect opportunities to promote diversity, to
promote spirituality, to promote values ( planning formats to be reflective of this need )
Safeguarding arrangements and policy reflect need to protect pupils from extremism eg
via school visitors, visits, e-safety etc
Strong PSHE programme in place promoting British values
RE – clear commitment to and examples of learning about a wide variety of key faiths
and how to respect those faiths
History – clear examples such as significant periods in British history, KS1 Queen
Victoria, Florence Nightingale,
Clear whole school activities such as Poppy Day and remembrance focus
School council
Learners’ council
Pupil Voice – evidence of what pupils say and how this impacts on school life, with clarity
among pupils as to how this democratic process works
Current affairs focus eg forthcoming general election and pupils’ awareness of this
democratic process
Focus on pupils learning how to present their point of view effectively
Extra curricular activities
The model used for supporting childrens’ spirituality may also be useful in this context –
Windows, Mirrors, Doors model
 Windows – how we look out at the world
 Mirrors – how we look at ourselves and how we are reflected back
 Doors – the action we take / how our values impact on the community in which we live
Other resources
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National curriculum citizenship programmes of study ( KS 2 colleagues may find it useful
to refer to the KS3 aims )
Valuing All God’s Children ( resource to tackle homophobic bullying )
Citizenship teaching resources - TES
The journey to democracy – www.parliament.uk/education
School council toolkit
See also exemplars attached of how some schools have started to make explicit how
they are tackling and addressing the issue of promoting British Values.
Eg of the way in which some schools are defining their approaches to the specific values
British Value
Democracy
Examples of how the school promotes this value
Class charter
Rights and responsibilities programme
School council
Pupil questionnaire