British Values


British Values and Battle Hill Primary School

Statement on British Values

Battle Hill Primary School is committed to serving the local community and its surrounding areas. It recognises the multi cultural, multi faith and ever -changing nature of the United Kingdom, and therefore those it serves. It also understands the vital role it has in ensuring that groups or individuals within the school are not subjected to intimidation or radicalization by those wishing to unduly, or illegally, influence them.

The school, as an inclusive establishment, accepts admissions from all those entitled to an education under British law, including pupils of all faiths or none. It follows the policies outlined by its governing body regarding equal opportunities, which guarantee that there will be no discrimination against any individual or group, regardless of faith, ethnicity, gender, sexuality, political or financial status, or similar. It seeks to serve all.

Her Majesty’s Government emphasises that schools are required to ensure that key ‘British Values’ are taught in all UK schools. The government sets out its definition of British values in the ‘Prevent Strategy’ –Through their provision and actions in place, the school will, in an age appropriate manner, promote British Values 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 of England;
  • encourage students to accept responsibility for their behaviour, show initiative, and to understand how they can contribute positively to the lives of those living and working in the locality of the school and to society more widely;
  • enable students to acquire a broad general knowledge of and respect for public institutions and services in England;
  • further tolerance and harmony between different cultural traditions by enabling students to acquire an appreciation of and respect for their own and other cultures
  • encourage respect for other people ; and
  • encourage respect for democracy and support for participation in the democratic processes, including respect for the basis on which the law is made and applied in England.

The list below describes the understanding and knowledge expected of pupils as a result of schools promoting fundamental British values.

  • an understanding of how citizens can influence decision-making through the democratic process;
  • an appreciation that living under the rule of law protects individual citizens and is essential for their wellbeing and safety;
  • an understanding that there is a separation of power between the executive and the judiciary, and that while some public bodies such as the police and the army can be held to account through Parliament, others such as the courts maintain independence;
  • an understanding that the freedom to choose and hold other faiths and beliefs is protected in law;
  • an acceptance that other people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of prejudici al or discriminatory behavioue; and
  • an understanding of the importance od identifying and combating discrimination.

It is not necessary for schools or in dividuals to ‘promote’ teachings, beliefs or opinions that conflict with their own, but nor is it acceptable for schools to promote discrimination against people or groups on the basis of their belief, opinion or background.

The school does, through a range of activities, secure such standards and uses strategies within the Nation al Curriculum and beyond to secure outcomes for children. The list below outlines samples of when and where such British values are shared. The list is not exhaustive, and represents only some of what we do.

Subject studies: Developing the skill base required to access/share information, make/express opinions or decisions and apply themselves to society and the world, This includes the understanding and use of money, effective reading and writing skills, collaborative work to discuss and research ideas and concepts, and gain a broad and balanced understanding of the society in which they live. Further aspects of study include historical and geographical contexts of the UK, incorporating local and national evolution, as well as international comparisons.

Whole school daily acts of collective worship/assembly: The sharing of stories, images, events and expectations that, with clarity and precision, promote the values expressed. Collective worship is non-denominational and recognises that those attending may have a wide range of faiths, or none. It is however, as required by legislation, ‘wholly or mainly of a broadly Christian character’.

Religious Education: Gaining a greater understanding of religious diversity and practices, which covers key religions represented in the UK. Planning for the subject is directed by the ‘Standing Advisory Council on Religious Education (SACRE) – Agreed Syllabus for Religious Education’.

Physical Education: Promotion of the concept of ‘fair play’, following and developing rules, inclusion, celebrating and rewarding success, being magnanimous in defeat and participation in activities that promote kinship and affiliation with others.

School Council: Promotion of democratic processes, fostering the concept and application of freedom of speech and group action to address needs and concerns. Key to this is the concept of holding others to account, including those in positions of authority and influence.

Should you feel at any time that the school does not act in accordance with the DfE guidance, or that your child has/is vulnerable to the opinions, viewpoints or suggestions of those in and out of school, that may be deemed political, social or religious radicalization, please contact the Headteacher.