The DfE have recently reinforced the need "to create and enforce a clear and rigorous expectation on all schools to promote 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 Government set out its definition of British values in the 2011 Prevent Strategy. At Horizon these values are reinforced through regularly and in the following ways:
Each year the children decide upon their class charter/ rules and the rights associated with these. All the children contribute to drawing this up with their class teacher/s.
Children have many opportunities for their voices to be heard. We have a school council which meets regularly to discuss issues raised in class council meetings. The council has its own budget and is able to genuinely effect change within the school. Two of the three council members for each year group are voted in by their class.
Children have an annual questionnaire with which they are able to put forward their views about the school.
Scouting: within Beavers, a colony is split up into smaller groups called Lodges. Lodges have the opportunity to vote on different activities that the colony take part in. Beaver Scout Forums called 'Log Chews' allow children to express their opinions on programmes and get them involved with planning camps and events. Cub packs are split into smaller groups called Sixes, with an elected leader (Sixer) and a second in command (Seconder). Often the Sixers have the opportunity to run a session, instead of the adult leader. Cub Pack Forums and Cub Leadership Forums give Cubs an opportunity to be actively involved in running the pack.
The Rule of Law
The importance of Laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school days, as well as when dealing with behaviour and through school assemblies. Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from authorities such as the Police and Fire Service help reinforce this message.
Scouting: Beavers, Cubs and adult Scouts at the school, are invested into the movement by making a promise to uphold The Cub Scout Law at all times. This is taken very seriously and the values behind the promise are reinforced daily and celebrated with other Scouts and the community through ceremonies such as 'moving on', 'Grand Howl', 'Beaver Call' and regular inspections.
Within school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young pupils to make choices safely, through provision of a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advised how to exercise these safely, for example through our Restore and respect workshops, E-Safety and PSHE lessons. Whether it be through choice of learning challenge, of how they record, of participation in our numerous extra-curricular clubs and opportunities, pupils are given the freedom to make choices.
Scouting: 'taking responsibility and making choices' is part of the Scouting method. All our Beavers and Cubs have the opportunity to take part in adventurous outdoor activities. Learning skills such as archery, backwoods cooking, fire-lighting skills and earning their night away badge. They learn to have the upmost respect for their environment and how to risk assess activities, so that they are safe.
Mutual respect is at the heart of our values at Horizon. Children learn that their behaviours have an effect on their own rights and those of others. All members of the school community treat each other with respect. Living and learning our HEART values, everyday.
Scouting: respect runs throughout the movement and is seen in its values, method, ceremony, structure and salute.
Tolerance of those of Different Faiths and Beliefs
At Horizon we place a great emphasis on promoting diversity with the children. Assemblies are regularly planned to address this issue either directly or through the inclusion of stories and celebrations from a variety of faiths and cultures. Our RE, PSHE and RRSA teaching reinforce this. Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school. Children visit places of worship that are important to different faiths.
Scouting: One of the scouting values is to explore faiths, beliefs and attitudes. All Beavers and Cubs share in spiritual reflection and celebrate each others beliefs. Beavers and Cubs have the opportunity to gain their 'World Faith Badge'. Different versions of the promise celebrate the diversity of Scouts. With over 28 million Scouts in the world, it is a truly international movement and ensures that our children are international citizens.
At Horizon we will actively challenge pupils, staff or parents expressing opinions contrary to fundamental British Values, including ‘extremist’ views
British Values in EYFS
Democracy: making decisions together
PSED is regarded as a fundamental curriculum area in the Early Years. When new children arrive at the school we track and observe the children's well-being and involvement. As a class we discuss our themes and what the children would like to learn about. When we change the role play we discuss with the children what their ideas are and how we can develop the area. We promote sharing and turn taking within our class rules, we support the children in talking through challenging moments and how to overcome them. Children have the freedom of choice to decide what they would like to learn through child-initiated play, the children make these decision both individually and with others. Children are given the opportunity to ask questions to each other and to adults, to further their knowledge and understanding.
Rule of law: understanding rules matter as cited in Personal Social and Emotional development
At the start of the year class rules are decided as a collaboration of the class. These are displayed in the classroom and referred to throughout the day. The whole school rules and expectations are discussed regularly. The children work as a team to follow the rules, and are aware of the consequences to their actions. In class we promote good behaviour through a chart that the children can move up and down, the children understand what they need to do to move up the chart and also the consequences for not following the agreed rules. Star charts are used as part of the whole school behaviour policy; children work towards filling up their charts to receive an award from the Head teacher. In class we use sharing timers to support turn taking.
Individual liberty: freedom for all
In Reception the children have access to all resources both indoors and outdoors; they have the freedom to choose the resources that they need to support their own learning. Art resources are readily available both inside and outside, where children are able to explore the materials, mixing colours, and talk about their experiences and learning. In class snack time is decided by the children, they can choose when they would like water, milk and snack. The children manage their own risks when using different resources, the risks of others are discussed as a class and managed during their learning. Children are able to use planks, crates and ropes to construct with outside, they can also choose to use hoops, stilts, stepping stones and bikes. At playtime the children have access to a trim trail and tree house, where the children manage their own risks. During Forest School the children explore the wooded area and have the freedom to pick up branches and climb. Children take part in a range of experiences where feelings and emotions are discussed and questioned. We have an emotions board where different emotions are displayed and referred to, the children's feelings are added to the display. Towards the final term of Reception we discuss, as a class, our worries and anxieties about transitioning into Year 1, and these worries are shared with the new member of staff. In term 6 the new teacher visits Reception class, once a week, to complete a fun transition activity with the children and they also spend a day together on ‘Class Swap Day’. Staff visit nurseries in the summer of term to meet the children coming to the school in the next academic year and talk to them about their worries and anxieties about transition.
Mutual respect and tolerance: treat others as you want to be treated
In Reception we teach the children about a range of faiths and festivals, giving the children opportunities to role play the different stories. It is strongly promoted that all children join in with the learning of different faiths and celebrations. As a class we listen to each other's ideas and share stories about our home life, this gives children the opportunity to ask questions about each other and discuss our similarities and differences. We promote diverse attitudes and challenge stereotypes through role play and stories. Each child has a sharing box from home, which contains objects, photos, and pictures, which the children can share with the other children and adults in class. These boxes are taken home half termly so as the children can update them with new things to share. As a school there is a weekly celebration assembly where the work of children is celebrated, Reception join this assembly once they are settled into school.