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British Values in EYFS

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.

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