British Values

As a school, we value and celebrate the diverse heritages of everybody at Crawshawbooth Primary School. Alongside this, we value and celebrate being part of Britain. In general terms, this means that we celebrate traditions, such as customs in the course of the year; for example, Harvest festival during the Autumn term or our annual Christmas Nativity. We also value and celebrate national events, a recent example being the Queens Platinum Jubilee, The General Election and Remembrance Day.

Further, children learn about being part of Britain from different specific perspectives.

Geographically: Our curriculum, Class, Key Stage and whole school topic ensures that children have a better understanding of what Britain is, learning more about:

It’s capital cities and counties, its rivers and mountains
How ‘Great Britain’ differs from ‘England’ and ‘the United Kingdom’
Where Britain is in relation to the rest of Europe and other countries in the world

Historically: We learn and understand significant moments in British history. During these curriculum topics, children learn about an aspect life and how this has developed and changed over time. The actual topic depends on the interests of the children and all themes have planned input by the children and all staff.

Democracy

Children, parents and staff have many opportunities for their voices to be heard at Crawshawbooth Primary School.

The election of the School Council members reflects our British electoral system and demonstrates democracy in action: candidates make speeches, pupils consider characteristics important for an elected representative, pupils vote in secret using ballot boxes etc. Made up of one representative from each year group, the School Council meets regularly to discuss issues raised by the different classes. The council has its own budget and is able to genuinely effect change within the school; in the past, the School Council has planned playground markings and chosen charities to support. The children have input on the Behaviour and Feedback policies. The Council are actively involved in recruitment and in providing teachers with feedback, such as providing a review of themed weeks.

Recently, the children and school appointed our Head Boy and Head Girl. Nominees presented their ideas and their pitch to all of the children in a whole school assembly. The children and staff voted for the winning candidates. All of the children showed tremendous courage and bravery and were a credit to our school and families. Please take a look at our school leaders section of the website to find out more.

Other examples of ‘pupil voice’ are:

Children agree their Class Rules and the rights associated with these; all children contribute to the drawing up of the Rules
Pupil Questionnaires which provide the school leadership with analysis of how the children feel about school
Pupils respond to teachers marking throughout the school
Pupils are always listened to by adults and are taught to listen carefully and with concern to each other, respecting the right of every individual to have their opinions and voices heard. We encourage pupils to take ownership of not only their school but also of their own learning and progress. This encourages a heightened sense of both personal and social responsibility and is demonstrated on a daily basis by our pupils.

Rules and laws

The importance of rules and laws, whether they be those that govern our school or our country, are referred to and reinforced often, such as in assemblies and when reflecting on behaviour choices. At the start of the school year, each class discusses and sets its own Class Rules, a set of principles that are clearly understood by all and seen to be necessary to ensure that every class member is able to learn in a safe and ordered environment. These are displayed in each classroom.

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. These values are reinforced in different ways:

Visits from authorities such as the police and fire service
During other school subjects, where there is respect and appreciation for different rules.

Individual liberty

Alongside rules and laws, we promote freedom of choice and the right to respectfully express views and beliefs. Through the provision of a safe, supportive environment and empowering education, we provide boundaries for our young pupils to make choices safely; for example:

Choices about what learning challenge or activity
Choices about how they record their learning
Choices around the participation in extra-curricular activities

Our pupils are encouraged to know, understand and exercise their rights and personal freedoms and are taught how to exercise these safely, such as in our e-Safety and PSHE lessons.

Mutual respect and tolerance of those with different faiths and beliefs

Crawshawbooth Primary School is a school where the vast majority of children come from a white British background. It is therefore important that we reach out to other schools and communities to help educate our children in the different beliefs and faiths of others.

Our pupils know and understand that it is expected and imperative that respect is shown to everyone, whatever differences we may have, and to everything, whether it is a school resource, a religious belief. Children learn that their behaviour choices have an effect on their own rights and those of others. All members of the school community should treat each other with respect.

Specific examples of how we at Crawshawbooth Primary School enhance pupils understanding and respect for different faiths and beliefs are:

Through Religious Education, and other lessons where we might develop awareness and appreciation of other cultures – in English through fiction and in Art by considering culture from other parts of the world.
Enjoying a depth of study, where sometimes we will celebrate and enjoy learning about the differences in countries and cultures around the word (whilst at other times we might consider groups or individuals who might be vulnerable in some way, such as those with mental health issues)

For further information and details of our SMSC offer please read the sections attached to this webpage.

Thank you.