Promoting British Values at Hartland Primary School
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 and the update in 2015 Prevent Strategy. At Hartland Primary School these values are developed in the following ways:
All pupils have the opportunity to have their voices heard through our School Council. Elected class representatives meet discuss issues and to suggest ways to improve the life of the school, for example playground activities and clubs. The council also meet up with other school councils within our co-operative trust, for instance, to develop Anti Bullying work to disseminate back at school.
The Rule of Law:
The importance of Laws, 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. Classes have their own rules developed with the children. They have a clear understanding of the school’s red/yellow card system and the associate consequences of this. Our ethos is to promote the positive.
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 safety, through of provision of a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advise how to exercise these safely, for example through our E- Safety and PSHE lessons. Whether it is through choice of challenge within learning, participation in extra-curricular clubs and opportunities, pupils are given the freedom to make choices.
Part of our school ethos and behaviour policy revolves around core values such as ‘Respect’, and pupils have been part of discussions and assemblies related to what this means and how it is shown. The school is an inclusive community, welcoming and supporting pupils within a culture of mutual respect. There is no discrimination within the school. Pupils are proud of their school and grow up as confident learners.
Tolerance of those of Different Faiths and Beliefs:
Our pupils share a growing understanding of their place in a culturally diverse society and they have opportunities to experience diversity. We are a proud of our links with the local churches. Members of different faiths or religions are encouraged to share their knowledge to enhance learning within the school. Our RE curriculum enables our children to learn about different faiths and to share their own.
Naomi Tottle, January 2016
The Foundation Stage at Hartland Primary School supports children from 3 to 5 years, from Preschool to the end of the Reception year. The curriculum for this phase is the only statutory curriculum provided by the Government and we follow it by implementing ‘The Early Years Foundation Stage Curriculum’ which was published in 2012. Learning through play is key to the development of these very young children and we provide appropriate activities and a high degree of autonomy to maximise motivation.
The three prime areas of learning are:-
- Communication and Language
- Physical Development
- Personal, Social and Emotional Development
The specific areas of learning are:-
- Understanding the world
- Expressive arts and design
The school plans activities which reflect the three characteristics of effective teaching and learning. These are:-
- play and exploring – children investigate, experience things and ‘have a go’
- active learning – children concentrate and keep on trying if they encounter difficulties and enjoy achievements
- creating and thinking critically – children have and develop their own ideas, make links between ideas and develop strategies for doing things
In detail these prime and specific areas are:-
- Communication and language development involves giving young children opportunities to experience a rich language environment, to develop their confidence and skills in expressing themselves and to speak and listen in a range of situations.
- Physical development involves providing opportunities for young children to be active and interactive and to develop their co-ordination, control and movement. Children must also be helped to understand the importance of physical activity and to make healthy choices in relation to food.
- Personal, social and emotional development involves helping children to develop a positive sense of themselves and others; to form positive relationships and develop respect for others, to develop social skills and learn how to manage their feelings, to understand appropriate behaviour in groups and to have confidence in their own abilities.
- Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.
- Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems and to describe shapes, spaces and measures.
- Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.
- Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology
Throughout the Foundation Stage the children are monitored using the Development Matters descriptors and the Profile scores taken from the ‘Guidance’. The ‘Foundation Stage Profile’ is a measure of children’s development at the end of the Foundation Stage in the reception class. A record is kept of each child’s development which is shared with parents, who can contribute to these observations by recording moments on the home sheets for staff to include in the Busy Bee book. These are moments of particular note, for example when a child does something for the first time.
Please click here for information on The New National Curriculum
Please see individual class pages for current curriculum plans