British Values

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 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 pupil voice assemblies. The council has its own budget and is able to genuinely effect change within the school. 

Children have an annual questionnaire with which they are able to put forward their views about the school.

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.

Individual Liberty

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. 

Mutual Respect

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. 

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 and PSHE 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.

At Horizon we will actively challenge pupils, staff or parents expressing opinions contrary to fundamental British Values, including ‘extremist’ views


British Values in the PSHE Curriculum

British Values are a thread throughout our whole-school PSHE curriculum. Children learn directly about these values throughout different learning units.

Click here to view how British Values are integrated into our whole-school PSHE curriculum.

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.