SMSC & British Values

Promoting British Values

At The Hollybrook Schools we believe that our existing principles, ethos, mission statement, policies, practices and curriculum, all reflect, promote and reinforce ‘fundamental British Values’, values as stated by Department of Education and Science (DfE) and Ofsted.

These values are:

• Democracy
• Rule of Law
• Individual Liberty
• Mutual Respect
• Tolerance of different Faiths and Beliefs

 We believe that these fundamental British Values are already implicitly and explicitly embedded in our practices and beliefs.  We stimulate discussion, reflection and action about these values via: daily interactions, spiritual, moral, social and cultural (SMSC) education, circle time, personal, social, health and relationships education (RHE), religious education, charitable work, visits and other means.

 

1) British Value – Democracy

Definition:  To have a ‘voice’, to be able to ‘vote’ and to be able to make decisions about things that affect us

What does it look like at The Hollybrook Schools:

• As part of our learning in many subject areas we develop children’s self-confidence and self-awareness from the start.  We encourage pupils to talk about their feelings, that of others, to vote (e.g. hands up) on things they like/dislike, want/don’t want.
• Adults plan activities that encourage turn taking, sharing and collaboration e.g. playing games and building something.
• Adults encourage and try to create a climate in which children are not afraid to ask questions and explore solutions to problems.
• Surveys and questionnaires are used to gather pupils and parents views.
• Children are given opportunities to evaluate their work, events and activities.
• Through Assessment for Learning strategies (AfL) pupils negotiate success criteria and self/peer mark their own and other children’s work.

  

2) British Value – Rule of Law

Definition: Jointly made rules that everyone obeys to protect all who live in a society.  This allows everyone to feel safe, secure and happy

What does it look like at The Hollybrook Schools:

• School Council
• Learning Council
• Assemblies
• Through children’s rights
• The adults encourage the children to think about their behaviour and its impact on others. To understand right from wrong.  To look for solution to problems/issues.
• The adults use the curriculum, books, assemblies, special events and trips, to teach values such as loyalty, fairness, honesty, safety and teamwork.
• The children negotiate and revisit class/school rules regularly.
• The children are taught to understand and follow our Behaviour policy.  There  are relevant positive behaviour strategies promoted and shared with the children at all times.

 

3) British Value – Individual Liberty

Definition:  Rights and Responsibilities.

To know that in a democracy everyone has rights but equally individuals have a responsibility to not exercise their rights at the expense of someone else

What does it look like at The Hollybrook Schools:

Through the curriculum (RSHE, E-Safety, Collective worship and circle time) our behaviour policy and our everyday interactions, the adults plan activities and encourage the children to:

• Develop a positive sense of themselves
• Take risks e.g. climb, cycle, mix paint and make mistakes
• Have confidence in their own ability
• Talk about their feelings and understand that their views may differ from others, e.g. fears about going into a new year group
• Keep themselves and others safe
• Look after their environment
• Actively participate in Anti-bullying week

 

4) British Value – Mutual Respect

Definition:  Treating others as you would like to be treated

What does it look like at The Hollybrook Schools:

We believe that mutual respect is an essential part of a diverse community such as ours.  We use books, displays, posters, policies and assemblies of key festivals to visibly represent our commitment to this value.  However, we are also proactive in ensuring that it is embedded throughout the school and that:

• Respect is a core value of our class and school rules
• The curriculum, e.g. RSHE, PSED, RE and collective worship, helps to embed inclusivity and tolerance of different types of families, faiths, races and communities etc.
• Adults are positive role models and that they use language, behaviour and resources and plan activities that promote sharing, respect and tolerance.
• Adults challenge gender, racial or any other forms of stereotyping.
• Children are taught to respect their rights and the rights of others.

 

5) British Value – Tolerance of Different Faiths and Beliefs

Definition:  Understanding and Respect of differences

What does it look like at The Hollybrook Schools:

We ensure that the curriculum and the teaching of RE and collective worship promotes an understanding of different faiths, beliefs and no beliefs.

 

What is SMSC?

SMSC is all about how The Hollybrook Schools promote pupils’ spiritual, moral, social and cultural development. This permeates fully through the school and is evident on a daily basis in everything that we do in The Hollybrook  Schools.  This is what it means:

Pupils’ spiritual development involves the growth of students sense of self, their unique potential, their understanding of their strengths and weakness, and their willingness to achieve. As their curiosity about themselves and their place in the world increases, they try to answer for themselves some of life’s fundamental questions.  They need to be given the opportunity to:

• Foster their own inner lives and non-material wellbeing
• Sustain their self-esteem in the learning experience
• Develop their capacity for critical and independent thought
• Foster their emotional life and express their feelings
• Experience moments of stillness and reflection
• Discuss their beliefs, feelings, values and response to personal experiences
• Form and maintain worthwhile and satisfying relationships
• Reflect on, consider and celebrate the wonders and mysteries of life

Pupils’ moral development involves students acquiring an understanding of the difference between right and wrong and of moral conflict, a concern for others and the will to do what is right. They need to be given opportunities to:

• Reflect on the consequences of their actions, learn how to forgive themselves and others, which are attitudes they need to make moral, responsible decisions and act on them
• Recognise the unique value of each individual
• Recognise the challenge of life today and the role they play in it
• Listen and respond appropriately to the views of others
• Gain the confidence to cope with setbacks and learn from mistakes
• Take initiative and act responsibly with consideration for others
• Distinguish between right and wrongs
• Show respect for the environment

Pupils’ social development involves students acquiring an understanding of the responsibilities and rights of being members of families and communities (local, national and global) and an ability to relate to others and to work with others for the common good. They need to be given the opportunities to:

• Display a sense of belonging and an increasing willingness to participate
• Make an active contribution to the democratic process in each of their communities
• Develop an understanding of individual and group identity
• Learn about service in the school and wider community
• Begin to understand the place they have within society and the role they need to play
• Understand the changing nature of society and how this is an opportunity not a threat
• Develop their compassion for others in society
• Take initiative on wider social issues and establish ways they can help on an individual, local, national and global scale

Pupils’ cultural development involves pupils acquiring an understanding of cultural traditions and ability to appreciate and respond to a variety of aesthetic experiences. They acquire a respect for their own culture and that of others, an interest in others’ ways of doing things and curiosity about differences.  They will need to be given the opportunity to:

• Recognise the values and richness of cultural diversity in Britain and how these influence individuals and society
• Recognise world faiths and beliefs and the impact they have on our culture
• Develop an understanding of Britain’s’ local, national, European and global dimensions
• Broaden their perspective on different communities and cultures within the local area
• Interact with different cultures/lifestyles and explore their advantages and disadvantages

 

All of these opportunities are given throughout our assemblies, RSHE and RE curriculum as well as throughout many other subject areas.