British values
Mountbatten Primary School has a guiding vision, which ensures that the school is a safe and happy place to be for everyone associated with the school as a pupil, a member of staff, parent, governor and visitor. Our vision encapsulates the ethos and values of Mountbatten Primary School. These are British Values.
“To be the best that we can be!”
The Department for Education states that there is a 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 Department of Education defines British Values as follows:
Our school reflects British values in all that we do. We aim to nurture our children on their journey through life so they can grow into safe, caring, democratic, responsible and tolerant adults who make a positive difference to British society and to the world.
We encourage our children to be creative, unique, open-minded and independent individuals, respectful of themselves and of others in our school, our local community and the wider world.
Democracy
Rule of Law
Liberty
Respect
Charity
One aspect of British values which the Department for Education does not mention but which we believe is a central British value is that of charity.
Rythm of the year
Britain is a nation of traditions but also of great creativity, entrepreneurial acumen and inventiveness.
There is a national rhythm and we try to reflect this in the school year. There are events and activities which are a constant and which the children look forward to and expect.
They are a reflection of National life, which bonds society together. The school community is bonded by similar traditions and is reflected by a similar sharing and coming together.
Our British Values Policy can be downloaded here:
“Children start to learn to read as soon as they enter the school.”
“Pupils enjoy learning about a wide range of subjects.”
“There are respectful relationships between adults and pupils.”
“Senior leaders, alongside the multi-academy trust, have provided subject leaders with training.”
“The school is calm and orderly. Pupils walk around school sensibly and are courteous to one another.”
“Subject leaders are knowledgeable about their subjects.”
“Leaders have thought carefully about the curriculum plans they have introduced.”
“Pupils enjoy attending school.”
“There is a strong team culture within the school.”
“Teachers appreciate the support they receive from subject leaders to help them improve their teaching.”
“Teachers check what pupils have learned and remembered each term.”
“Teachers who are new to the school welcome the support they receive.”
“Staff work closely with professionals from external agencies to provide support for pupils with SEND.”
“Staff are well trained in teaching children to read.”
“Pupils support each other well when they are completing their work.”
“Staff encourage
pupils to be independent from an early age.”
“Curriculum plans are well sequenced.”
“Pupils recommend the school to their friends.”
“Staff welcome the highquality training they receive. They feel proud to work in the school.”
“The early years environment is inviting and well organised.”
“The school enjoyed recent success when the computing club won a local area competition using their coding skills.”
“There are a wide range of school clubs.”
“Children settle into school quickly.”
“Adults help pupils who fall behind.”
“Pupils say they feel safe in school.”
“Pupils access a range of visits and activities beyond their own experiences.”
“Pupils listen carefully to what adults say. They join in class discussions enthusiastically.”
“Leaders work well
with members of the multi-academy trust to support staff.”
” Some teachers check carefully to find out which pupils are stuck and which pupils need further challenge during lessons.”
“There is a clear focus on the teaching of early mathematics and reading.”
“The residential visit to Robinwood encourages pupils to experience new challenges and work collaboratively with their friends.”
“Pupils say that behaviour is good.”
“Pupils learn how to keep safe when using the internet.”
“Leaders have considered what pupils might need to know to broaden their understanding of the world around them.”
“Leaders and teachers make regular checks to see how well pupils with special educational needs and/or disabilities (SEND) are doing.”
“The ‘Mountbatten 50’ challenges pupils to complete a range of interesting activities
before they leave the school.”