Skip to content ↓

British Values

Promoting Fundamental British Values at Priory Primary School 
In accordance with The Department for Education, we actively promote British values in our school to ensure young people leave school prepared for life in modern Britain. Pupils are encouraged to regard people of all faiths, races and cultures with respect and tolerance and understand that while different people may hold different views about what is ‘right’ and ‘wrong’, all people living in England are subject to its law. 

The Key British Values are: 

  • Democracy 

  • Rule of law 

  • Individual liberty 

  • Mutual respect 

  • Tolerance of those of different faiths and beliefs 

You have not allowed cookies and this content may contain cookies.

If you would like to view this content please

We strive to ensure that our children develop a strong sense of understanding about our country and the values that we hold dear.  Our rules of ready, respect and safe are intertwined with the British values to ensure a safe and stimulating environment in which to learn. 

How should we help our children prepare for adult life as citizens of Britain? 

  • Develop pupils’ self-confidence and self esteem. 

  • Develop pupils’ understanding of right and wrong, and their respect for the law. 

  • Encourage pupils to take responsibility for their behaviour. 

  • Encourage involvement in the community and wider society. 

  • Encourage respect for the public services and institutions of Britain. 

  • Promote tolerance of and respect for all cultures and faiths. 

  • Encourage participation in the democratic process. 

How does our school develop children’s understanding of British values?

Democracy – what do we do? 

  • Class voting for the election of house captains at the start of the year; 

  • Application process for head pupils; 

  • Provide pupils with a broad general knowledge of, and promote respect for, public institutions and services; 

  • Teach pupils how they can influence decision-making through the democratic process; 

  • Taught through assemblies and our school curriculum; 

  • Encourage pupils to become involved in decision-making processes and ensure they are listened to in school; 

  • Help pupils to express their views; 

  • Model how perceived injustice can be peacefully challenged; 

  • Pupils involved in decision making through the Junior Leadership team and action plans created; 

  • Debate team visit the Houses of Parliament. 

Rule of law – what do we do? 

  • Ensure school rules and expectations are clear and fair; 

  • A range of recognition in place for adhering to these rules; 

  • Personal development time provides space for pupil discussion around current areas of concern 

  • A range of pastoral support is in place for when things go wrong which helps pupils to distinguish right from wrong; 

  • Help pupils to understand that living under the rule of law protects individuals; 

  • Explore within our personal development time laws and what to do if peer pressure is trying to persuade children to break these; 

  • Regular visits from the police and PSCOs to talk issues within the local community. 

Individual liberty – what do we do? 

  • Support pupils to develop their self-knowledge, self-esteem, self-confidence; 

  • Encourage pupils to take responsibility for their behaviour, as well as knowing their rights; 

  • Model freedom of speech through pupil participation, discussion and debates, while ensuring protection of vulnerable pupils and promoting critical analysis of evidence 

  • Challenge stereotypes; 

  • Implement a strong anti-bullying culture; 

  • E-Safety units of work are taught throughout school and staff receive training on these. 

Mutual Respect and tolerance of different cultures and religions– what do we do? 

  • Use the Jigsaw scheme within our Personal Development lessons and through assemblies to explore the protected characteristics of the 2010 Equality Act to promote respect for individual differences and to actively challenge stereotypes; 

  • Map out assemblies to explore critical news events (e.g. terrorist attacks, Black Lives Matter etc); 

  • Explore positive role models (where possible) through our topics who reflect the protected characteristics of the 2010 Equality Act; 

  • Challenge prejudicial or discriminatory behaviour; 

  • Organise visits to places of worship (one annually per year group); 

  • Years groups study religious festivals and learn why they are celebrated as; 

  • Our RE scheme ensures that our children have a good understanding of a range of religious beliefs and customs; 

  • Help pupils to acquire an understanding of, and respect for, their own and other cultures and ways of life; 

  • Use of oracy hand gestures to disagree in a respectful way with the answers of others whilst in class.