British Values
At Katherine Semar Schools we take our responsibility to prepare children for life in modern Britain very seriously. We value the ethnic backgrounds of all pupils and families and undertake a variety of events and lessons to celebrate and explore these alongside other cultures in our country.
We ensure that the fundamental British values are introduced, discussed and lived out through the ethos and work of the school. All curriculum areas provide a vehicle for furthering understanding of these concepts. Our cross curricular approach provides excellent opportunities to deepen and develop understanding developing the spiritual, moral, social and cultural education of our children.
The schools make considerable efforts to ensure children have exposure to a wide experience beyond their local community during which these concepts are shown, through for example, sporting events, a range of visits and use of outdoor education centres. Their strong rooted values-based understanding gives them an excellent platform for embracing difference.
We value the voice of the child and promote democratic processes such as our ambassadors, whose members are voted for by the children. Ideas and events are planned and discussed with a chance for debate and putting forward points of view.
Children are given responsibility to lead other children in games and activities so that they are fully involved in all aspects of school life. For instance, our older children are play leaders, house captains and sports leaders and help to promote our core values. We expect all our children to be good role models for each other, which is encouraged through high expectations of behaviour.
Fundamental British Values
Democracy
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Statement |
Evidence |
Impact |
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The children at Katherine Semar Schools see democracy borne out in a whole variety of ways and see this as being an essential component of successful team working |
The establishment of a new School Council each year models the democratic process Friendship week at the beginning of each academic year where the democratic process is enacted The elections for House Captains in the Junior School models the democratic process Learning Walks for behaviour and behaviour for learning School Values. Enrichment visits to places of British historical significance and democratic significance such as the local council chambers and meeting the local MP Pupils are taught how to debate and explain their point of view Pupils study the features of persuasive writing to help structure their arguments |
Children are able to work cooperatively in pairs and groups as well as in whole class situations. They understand about turn taking and respecting the views of others. Children in school are able to use the language of respect. The children understand the election process. |
Rule of Law
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Statement |
Evidence |
Impact |
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The children at Katherine Semar are familiar with this concept through the philosophy that infuses the entire work of the school. They are familiar with the concept through the discussion of values and, in RE lessons, the idea that different religions have guiding principles Children are used to debating and discussing laws/rules and their application. Children are familiar with the local police who visit to talk to them, and take part in Crucial Crew to help understand their rights and responsibilities as a citizen |
Friendship week at the beginning of each academic year to give pupils a voice in their rights and responsibilities Class Rules School Rules/Learning Behaviours School Values lessons on the role of law and School Council meetings Collective Worship RE planning and work books Learning Walks for behaviour and behaviour for learning Pupils contribute by helping run school systems such as Playleaders |
Children are able to articulate how and why we need to behave in school and demonstrate they understand and can abide by these Children all know that they have a right but that with a right comes a responsibility They are able to discuss and debate philosophical issues in relation to these |
Individual Liberty
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Statement |
Evidence |
Impact |
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Our Values based discussions and acts of worship begin with discussion about the self, e.g. self–respect and self-worth in relation to the individual value so that children see that they are important in their own right. The philosophy of our teaching and learning places emphasis on the right to have our own thoughts and evidence based views Children are strongly encouraged to develop independence in learning and to think for themselves |
Children are able to show independence in learning and to think for themselves Children are taught to recognise the difference between assertive and aggressive behaviours Through our behaviour system, the children recognise that their beliefs and behaviours are a choice PSHE planning and workbooks have evidence of topics such as ‘how to manage peer pressure’ |
Children understand about the importance of accepting responsibility and of their right to be heard in school They are consulted on many aspects of school life and demonstrate independence of thought and action |
Mutual Respect and the Tolerance of those with different Faiths and Beliefs
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Statement |
Evidence |
Impact |
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Respect is a fundamental school value, around which pivots much of the work of the school. We pay explicit attention to this as part of our RE, PHSE, and SMSC curriculum Respect is a school value that is discussed deeply, starting with self-respect and covering respect for family, friends, and other groups; The world and its people; and the environment |
Records of Collective Worship RE curriculum, RE planning and children’s work PSHE planning and outcomes in children’s books Learning Walks for behaviour and behaviour for learning School Values Displays that promote aspects of the SMSC curriculum Enrichment visits and residential visits Topic work, such as the ‘Rainforest’ topic in Year 5 Adults model respectful behaviour with the children and with each other |
Children can articulate that respect is a school value and why respect is important; how they show respect to others and how they feel about it for themselves Children’s behaviour demonstrates their good understanding of this value in action Children are able to talk about the different faiths and cultures they learn about, ask questions and show tolerance and respect for others of different faiths and religions and for those with no faith. |
