Southwood Primary 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, and therefore those it serves. 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. The school, as a ‘Community School’, accepts admissions from all those entitled to an education under British law, including pupils of all faiths or none. It follows the policies outlined by its Governing Body regarding equal opportunities, which guarantee that there will be no discrimination against any individual or group, regardless of faith, ethnicity, gender, sexuality, political or financial status, or similar. It seeks to serve all.

British Values (as defined in the 2011 Prevent Strategy)

• Democracy;
• The rule of law;
• Individual liberty;
• Mutual respect;
• Tolerance of those of different faiths and beliefs.

Schools are legally bound to actively promote British values. At Southwood Primary School, these fundamental values together with social, cultural, moral and spiritual development form the foundations of our school ethos.

How we promote British Values

Democracy

• We have an elected School Parliament. This is used as an opportunity to promote and teach about democracy, the electoral process, freedom of speech, group action to address needs and concerns and holding others to account, including those in positions of authority and influence.
• We encourage children to express their views through “Pupil Voice” surveys and ensure they are listened to in school and see evidence of what they have suggested in place.
• We organise visits to the Houses of Parliament and other significant democratic places.
• We participate in Junior Citizen Programmes.
• We teach children how to present their views logically through persuasive writing.
• Democracy is also promoted through additional PHSE lessons and assemblies.
• We look at examples of democracy in History and encourage the children to draw their own conclusions about how democracy works.

The rule of law

• We have high expectations about pupil conduct and this is reflected in our behaviour and discipline policy.
• Children are encouraged to understand what we mean by “good” behaviour from an early age.
• We have clear rewards and consequences. Our children are taught that they earn their rewards through behaving well.
• Positive behaviour is celebrated across the school in celebration assemblies, through golden time (for the winning class) and with parents/carers.
• All staff are committed to promoting good behaviour and visiting staff are given information about how we want the children to behave and how they are to be treated.
• Children are involved in developing and following rules, playing ‘fairly and being magnanimous in defeat.
• We use restorative justice approaches to resolve conflicts.
• We include visits from the local police and other emergency services to reinforce the rule of law as part of our curriculum.

Individual liberty

• We support pupils to develop their self-awareness, self-confidence and self-esteem.
• We encourage children to develop their talents and individual skills across the curriculum and value all their achievements.
• We encourage pupils to make choices in a safe and supportive environment, take responsibility for their learning and behaviour as well as knowing their rights.
• All staff are expected to follow all “child protection and safeguarding policies” in order to provide a safe, supportive environment to protect individuals.
• The children are also expected to behave in a safe responsible way in order to protect each other and not to infringe on another child’s personal liberty.
• We encourage children to express their opinions whilst learning to respect the opinions of others.
• Children are taught that personal freedom must be exercised safely, with regard to others through regular safeguarding talks regarding safety, cyber-bullying and inappropriate electronic games.
• We challenge stereotypes.
• We implement a strong anti-bullying culture.

Mutual respect and tolerance of those of different faiths and beliefs

• We promote respect for individual differences.
• We help pupils to acquire an understanding of, and respect for, their own and other cultures and ways of life including learning about key religions represented in the UK through Religious Education (planning for the subject is directed by the ‘Standing Advisory Council on Religious Education (SACRE) Agreed Syllabus for Religious Education’)
• We challenge discriminatory or prejudicial behaviour.
• We encourage and try to develop critical personal thinking skills.
• We promote inclusion and participation in activities that promote kinship and affiliation with others.
• We discuss differences between people such as faith, ethnicity, disability, gender sexuality and differences of family such as looked –after children or young carers.
• As a ‘community’ school, our collective worship (assembly time) is non-denominational and recognises that those attending may have a wide range of faiths, or none. It is, however, in line with regulation, “wholly or mainly of a broadly Christian character”.
• We organise visits to places of worship.
• We celebrate different festivals.
• We adopt a multicultural approach to the curriculum and through assemblies including sharing stories, images, events, food, music, dancing etc.

For more information about how the school seeks to represent key British Values, contact the School Office and a member of the School Leadership Team will be happy to provide further information.

Should you feel that the school is not meeting this requirement, you should contact the School Office and request to express your concerns with the Headteacher. Likewise, if you feel that anyone working at the school is, intentionally or otherwise undermining these values, you should report this to the Headteacher.