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:

  • Respect for democracy and support or participation in the democratic process
  • Respect for the basis on which the law is made and applies in England
  • Support the equality of opportunity for all
  • Support and respect for the liberties of all within the law
  • Respect for and tolerance of different faiths and religious and other beliefs

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

  • Class Councils debates issues on a fortnightly basis and send recommendations to the School Council. Each class in Key Stage Two has two representatives attending the School Council. These representatives are elected following hustings and by secret ballot.
  • The council debates the issues raised by the class councils and votes on the issues to be taken to fortnightly meetings with the Head Teacher. Minutes are taken and representatives take these back to the class councils with the views of the executive.
  • The SLT also listen to the pupil voice during Learning Walks. Each member of the team focuses on a different group’s experiences of life and learning at school.
    Focus groups include: pupil premium children, Gifted and talented and vulnerable groups.
  • The principle of democracy is explored in the curriculum as well as during assemblies and special days. The school makes a point of marking and celebrating days of national significance and memorial. Examples would include: Cultural Occasions, Historical Anniversaries, Royal Occasions, Sporting Events, Remembrance Day.

Rule of Law

  • School rules and expectations are clear, fair and regularly promoted.
  • Pupils are always helped to distinguish right from wrong, in the classroom, during assemblies and on the playground.
  • Pupils are expected to respect the law and enjoy visits from authorities such as the Police, Fire Service, Ambulance, etc. to help reinforce this message.
  • The Behaviour and Anti-Bullying policies set out a zero tolerance baseline for any form of aggression, abuse or violence, which extends to pupils, staff and parents and carers.

Liberty

  • Within school, pupils are actively encouraged, and given the freedom to make choices, knowing that they are in a safe and supportive environment e.g. by signing up for extra-curricular clubs.
  • Pupils are supported to develop their self-knowledge, self-esteem and self-confidence.
  • Pupils are encouraged to take responsibility for their behaviour and our pastoral support reinforces the importance of making the right choices.
  • Pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely, for example through our internet safety teaching and PSHCE lessons.
  • Vulnerable pupils are protected and stereotypes challenged. A strong anti-bullying culture is embedded in the school and any form of bullying is challenged and addressed. The school governing body has taken an active role in this. The school also operates a robust system of logging incidents.
  • Pupils have key roles and responsibilities in school. All pupils have a class based responsibility.

Respect

  • Respect is one of the core values of our school. The pupils know and understand that it is expected that respect is shown to everyone, adults and children.
  • All staff model this behaviour.
  • Pupils are helped to acquire an understanding of, and respect for, their own and other cultures and ways of life.
  • Staff and pupils always challenge any prejudicial or discriminatory behaviour though incidence is rare.
  • The pupils explore different faiths as well as Christianity.
  • Through the PSCHE and RE curriculums, pupils are encouraged to discuss and respect differences between people, such as differences of faith, ethnicity, disability, gender or sexuality and differences of family situations.
  • Assemblies and discussions involving prejudices and prejudice-based bullying have been followed and supported by learning in RE and PSHCE.
  • We offer a culturally rich and diverse curriculum.

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.

  • The school supports national charity events such as Comic/Sport Relief.

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.

  • Bike-ability
  • Sporting Tournaments
  • Sports Days
  • Y6 Residential Visit
  • Christmas Parties
  • Christmas Assemblies

Our British Values Policy can be downloaded here:

“Children start to learn to read as soon as they enter the school.”

“There are a wide range of school clubs.”

“Pupils learn how to keep safe when using the internet.”

“Adults help pupils who fall behind.”

“The early years environment is inviting and well organised.”

“Staff encourage
pupils to be independent from an early age.”

“Teachers check what pupils have learned and remembered each term.”

” Some teachers check carefully to find out which pupils are stuck and which pupils need further challenge during lessons.”

“Pupils say that behaviour is good.”

“There is a strong team culture within the school.”

“Teachers who are new to the school welcome the support they receive.”

“Subject leaders are knowledgeable about their subjects.”

“Staff welcome the highquality training they receive. They feel proud to work in the school.”

“Leaders and teachers make regular checks to see how well pupils with special educational needs and/or disabilities (SEND) are doing.”

“Leaders work well
with members of the multi-academy trust to support staff.”

“The school enjoyed recent success when the computing club won a local area competition using their coding skills.”

“Pupils support each other well when they are completing their work.”

“The ‘Mountbatten 50’ challenges pupils to complete a range of interesting activities
before they leave the school.”

“There is a clear focus on the teaching of early mathematics and reading.”

“There are respectful relationships between adults and pupils.”

“Pupils enjoy attending school.”

“Pupils enjoy learning about a wide range of subjects.”

“Pupils access a range of visits and activities beyond their own experiences.”

“Staff work closely with professionals from external agencies to provide support for pupils with SEND.”

“Pupils say they feel safe in school.”

“Curriculum plans are well sequenced.”

“Leaders have thought carefully about the curriculum plans they have introduced.”

“Staff are well trained in teaching children to read.”

“The school is calm and orderly. Pupils walk around school sensibly and are courteous to one another.”

“Pupils listen carefully to what adults say. They join in class discussions enthusiastically.”

“Children settle into school quickly.”

“Leaders have considered what pupils might need to know to broaden their understanding of the world around them.”

“Teachers appreciate the support they receive from subject leaders to help them improve their teaching.”

“Pupils recommend the school to their friends.”

“The residential visit to Robinwood encourages pupils to experience new challenges and work collaboratively with their friends.”

“Senior leaders, alongside the multi-academy trust, have provided subject leaders with training.”