British Values at Arno Vale Junior School

Arno Vale Junior School is committed to serving its community and surrounding areas. It recognises the multi-cultural, multi faith and ever-changing nature of the United Kingdom. It also understands the vital role it has in ensuring that groups or individuals within the school are not subjected to intimidation or radicalisation by those wishing to unduly, or illegally, influence them.

It follows equal opportunities guidance which guarantees that there will be no discrimination against any individual or group, regardless of faith, ethnicity, gender, sexuality, political or financial status, or similar.

Our School is dedicated to preparing students for their adult life beyond the formal examined curriculum and ensuring that it promotes and reinforces British values to all its students.

The Government emphasises that schools are required to ensure that key ‘British Values’ are taught in all UK schools.

The five British values are as follows:

Democracy

The rule of law

Individual liberty

Mutual respect

Tolerance of those of different faiths and beliefs

The school uses strategies within the National Curriculum and beyond to secure such outcomes for students. The examples that follow show some of the many ways school seeks to embed British values:

Democracy

• Children are involved in the democratic process e.g. voting for school councillors, eco-warriors and choice of shared rewards (marble treats).
• The School Council itself is led by a member of staff and adheres to democratic processes (using ballot boxes from the local council). Reported actions are given to the SLT and staff and are reported to parents and governors via the school newsletter.
• The School Council visit the district Council Chambers in order to understand how democracy works.
• Pupil voice is also recognised through pupil questionnaires, interviews and discussions.
• The positive school behaviour policy involves rewards, which the pupils have discussed.
• A School Sport Organising Crew has been set up. Children are elected as Chairperson / Secretary. The SSOC give pupils a voice in the organisation of school sport.

The Rule of Law

• We have a structured behaviour policy which all stakeholders understand and follow.
• Our whole school rules are upheld and followed by all stakeholders.
• Assemblies reinforce the message of what is right or wrong as well as discussions in class, including circle time.
• Each class agree class rules annually.
• Extra-curricular sports groups designed to enable students to distinguish right from wrong/accept responsibility for actions. We have impact data for this.
• Teaching about the reasons behind laws, the consequences when laws are broken and responsibility to follow the laws is given.
• Visits from the authorities such as the Police, Fire service and ambulance are parts of the calendar and help reinforce this message.
• Pupils know about the government, how the school is governed and how decisions are made within financial restraints.
• Year 6 pupils complete the DEAV (Drugs Education at Arno Vale) program and understand the laws connected to drugs and substance misuse.

Individual Liberty

• Pupils have key roles and responsibilities in school, such as door monitors, sandwich monitors, left property and Sports Leaders.
• Twenty young leaders trained to deliver sports activities to other children. Leadership training is fundamental in promoting British values and excellent behaviour etc.
• Sporting Superstar certificates are awarded to children who demonstrate the Olympic and Paralympic values (respect, excellence, equality, determination, inspiration, friendship and courage).
• As a school we educate and provide boundaries for young pupils to make choices safely.
• Many extra-curricular clubs are offered and pupils are given the freedom to make choices.
• Pupils are involved in the decision making in school including being offered the option to select their choice of meal.
• The aims, mission statement and vision are embodied in all that we do in the school.
• Pupils are encouraged to be independent learners and encouraged to make choices, within a safe and supportive environment.
• Pupils are encouraged to understand their personal freedoms and are taught how to use these rights to the best effect.
• Pupils regularly hold fundraising events to support charities, whether local, national or global.
• The E-safety strand of the computing curriculum enables pupils to make choices in a safe manner, whilst the religious education curriculum encourages pupils to ask what they have learnt and what they personally believe about religion.
• Children are given votes/choices on playground challenge activities.
• Extra-curricular sports groups are designed to build self-esteem and self-confidence (we have lots of impact data for this).
• A 'winning is great but representing school in the correct manner is more important' culture is instilled.

Mutual Respect

• Our vision, mission and aims revolve around respect.
• Many of our key policies highlight the importance of respect towards all others, including those with Special Needs and disabilities, as seen in the SEND policy.
• Pupils are involved in discussions about respect and how this can be shown.
• Respect is re-iterated through classroom and school rules and during assemblies.
• Additional pastoral support is given to help develop the self-esteem and the concept of respect.
• Assemblies delivered about the importance of the Olympic and Paralympic values (respect, excellence, equality, determination, inspiration, friendship and courage).
• Children are asked to shake hands with opposition players after each sporting match/tournament (win, lose or draw).
• School Games Day revolves around the principle of respect; rewards given to children who particularly demonstrate this value.

Tolerance of those of different faiths and beliefs

• We follow the Notts Agreed Syllabus for RE and use the Jigsaw PSHE Scheme of Work to enhance and support our PSHE teaching. 
• The children visit places of worship that are important to different faiths as part of their religious education curriculum.
• We have a number of EAL children and actively use school resources to promote their learning and integration into school society.
• Assemblies, class work and PSHE lessons promote the diversity of society and the right for each person to be respected and valued equally regardless of ability, sexuality, gender, faith, heritage or race.
• Assemblies on prejudice and prejudice based bullying are held, as are lessons.
• We have visitors to assemblies and classes from people of different faiths.