British Values

Part of our role in educating young people is to promote and celebrate British Values within our Academy community.

The government set out its definition of British values in the 2011 Prevent Strategy. These values are:

• Democracy

• The rule of law

• Individual liberty

• Mutual respect

• Tolerance of those of different faiths and beliefs

We are committed to the delivery of British Values. These values have recently audited in the curriculum and are reinforced regularly. As a school, we aim to develop and nurture these by:
• A well – structured Citizenship and PSHE programme in Key Stage 3 and 4

• Planning an engaging Assembly programme with core ethical values and beliefs at its heart. By what they applaud, celebrate and encourage; assemblies make a significant contribution to the values, which the School wishes to promote and develop.

• Visits from the wider community throughout the year including Police, Army, School Nurse , colleges, universities and many more.

• Listening to students and teaching them to listen carefully and with concern for each other, respecting the right of every individual to have their opinions.

• Allocating each student to a family group whose tutor is responsible for academic, social and personal welfare.

• Displays and publications: The School reinforces its ethos through imagery in displays, posters, and notice boards as well as items on the website and in the newsletters. It is common to celebrate pup ils’ work and achievements in and out of school in academic and extra – curricular activities.

• Conducting student questionnaires and interviews.

• Effective and well managed School Council, enabling students to actively participate in and experience the power of the democratic process.

• Students’ electing their peers to represent them on the School Council.

• Charitable Events: Throughout the year, al l members of the School community are encouraged to initiate, participate and contribute to events.

• Elections being held for Head Boy and Prefect positions, as well as a full student ambassador body to support

• Encouraging students’ to know, understand a nd exercise their rights and personal freedoms and advise them on how to exercise these safely, for example through e – safety.

• Religious Studies taught to all students across Key Stage 3 and as an option at Key Stage 4. Our students are taught to understand that all citizens have the freedom to choose and hold faith and beliefs and that this right is protected in law.

• Respect is a one example of demonstrating ways of being co-op and is part of its Ethos & Values. Students learn that their behaviours have an effect on their own rights and those of others. All members of the school community treat each other with respect and this is reiterated through its teaching and learning environments.

• Marking and feedback, as well as homework policies set clear boundaries, which are explained clearly, to students.

• A broad and balanced curriculum, which addresses many of these core, values across a range of subject areas.

• Extensive range of extra – curricular activities.

• Having a clearly communicated Behaviour for Learn ing Policy so that students understand what is expected of them and the consequences of both meeting and failing to meet these expectations.

• Adopting restorative approaches, where possible, to resolve any difficulties between members of our school community.

• Having a rigorous commitment to student safety (for example: trips and visits policy, Safeguarding procedures and Health and Safety procedures.)

• Celebration of the diverse nature of our school community through menus, the Assembly programme , island events

• Celebrating achievement beyond the classroom (in areas such as The Arts and Sport.)

 Citizens who feel respected, connected and valued within a community are far less likely to be at risk of radicalisation.
When a student feels marginalised or und er – valued, there is a greater opportunity for extremism to be fostered. We aim to prevent radicalisation by:

• Celebrating diversity through our curricular content (SMSC/British values curriculum audit).

• Providing menu options to meet specific dietary requirements.

• Providing opportunities/facilities for personal prayer and reflection during the school day.

• Making provision for specific periods of religious observance (such as during the month of Ramadan).

• Providing an enriching and diverse Assembly programme.

• Providing a PSHE programme that celebrates diversity, challenges stereotypes and addresses issues such as discrimination and prejudice in society as a whole.

• Have a school uniform, which can be adapt ed appropriately to meet the requirements of religious dress codes.

• Authorising absence appropriately for religious observance.

• Ensuring that student rewards programmes offer rewards that are appropriate to those of all faiths and none.

• Making provision for students who are in periods of religious observance (such as Ramadan) during school visits/residential stays.

• Ensure students learn about how citizens can positively influence decision – making through the democratic process.

• Respond appropriately to any reported incidents of a racist or discriminatory nature.

• Liaising closely with the Police’s Greater Manchester PREVENT team where a young person’s behaviour or expressed beliefs give us cause for concern.