In June 2014, the Government emphasised the important role that British values can play in education. Further, how well a school promotes such values is an aspect of Ofsted’s inspection process.

Although this is something which is developing in its significance for schools, it is not something new at Greenford CE VC  Primary School. British values are embedded within our curriculum, not least during our school assemblies, RE sessions and PHSE. The values are central to our school mission statement and school values.

As well as actively promoting British values, the opposite also applies: we would actively challenge pupils, staff or parents expressing opinions contrary to fundamental British values, including ‘extremist’ views. For information is available within our, Preventing Extremism policy.

Schools are subject to a duty (Section 26, Counter-Terrorism and Security Act 2015) to have “due regard to the need to prevent people from being drawn into terrorism”.. 

Being part of Britain

As a school, we value and celebrate the diverse heritages of everybody at Greenford School. Alongside this, we value and celebrate being part of Britain. In general terms, this means that we celebrate traditions, such as customs in the course of the year; for example, Remembrance during the autumn term, Christmas time, and pancake making in the spring term. We teach the children traditional country and maypole dancing. We also value and celebrate national events.

Further, children learn about being part of Britain from different specific perspectives. Two specific examples of when we teach about being part of Britain are:

Geographically: We teach our children to have a better understanding of what Britain is, learning more about:

• its capital cities and counties, its rivers and mountains
• how ‘Great Britain’ differs from ‘England’ and ‘the United Kingdom.
• where Britain is in relation to the rest of Europe and other countries in the world

Historically: Through history based project work, children learn about an aspect of life and how this has developed and changed over time. The actual topic depends on the interests of the children but might include inventions and discoveries, or houses, or medicine.

Democracy

Children, parents and staff have many opportunities for their voices to be heard at Greenford CE VC  Primary. Democracy is central to how we operate.

An obvious example is our School Council. The election of the School Council members reflects our British electoral system and demonstrates democracy in action: pupils consider characteristics important for an elected representative, pupils vote in secret using ballot boxes etc. Made up of two representatives from each class, the School Council meets regularly to discuss issues raised by the different classes. The council is able to genuinely effect change within the school; in the past, the School Council has contributed ideas for playground area and, alongside all stakeholders, helped to choose the school logo and mission statement. The Council have also actively been involved in recruitment of staff and in providing teachers with feedback on their learning.

Other examples of ‘pupil voice’ are:

• children agree their Class Charter and the rights associated with these; all children contribute to the drawing up of the charter
• children are asked to respond and reflect on the teaching and learning
• children nominate various charities, and suggest ideas for fund raising events. They are actively involved in planning and running these fund raising events.

Pupils are always listened to by adults and are taught to listen carefully and with concern to each other, respecting the right of every individual to have their opinions and voices heard. We encourage pupils to take ownership of not only their school but also of their own learning and progress. This encourages a heightened sense of both personal and social responsibility and is demonstrated on a daily basis by our pupils.