The definition of British Values was set out by the government in the 2011 Prevent Strategy, and added to Ofsted inspection guidance in 2014 to create and enforce a clear and rigorous expectation on all schools to promote fundamental British Values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.

At Heritage Park Primary School these values are regularly promoted through high quality teaching, a carefully planned programme of assemblies and a positive behaviour policy.  This provision allows children to develop and demonstrate skills and attitudes that will allow them to participate fully in, and contribute positively to, life in modern Britain.

As well as teaching our pupils, our active promotion of these values also means that we challenge children, staff or parents who express contrary opinions.

British Values are promoted at Heritage Park Primary School in the following way:

Democracy

• By providing children with a broad general knowledge of, and promoting respect for, public institutions and services
• Teaching children how they can influence decision-making through the democratic process
• Including in the curriculum information on the advantages and disadvantages of democracy and how it works in Britain
• Encouraging the children to become involved in the decision making processes and ensure they are listened to in school
• Holding `mock elections’ so children learn how to argue and defend points of view
• Helping children to express their views
• Teaching children how public services operate and how they are held to account
• Modelling how perceived injustice can be peacefully challenged.

Rule of Law

• Ensuring school rules and expectations are clear and fair
• Helping children to distinguish right from wrong
• Helping children to respect the law and the basis on which it is made
• Helping children to understand that living under the rule of law protects individuals
• Including visits from the police in the curriculum
• Teaching children aspects of both civil and criminal law and discuss how this might differ from some religious laws
• Developing restorative justice approaches to resolving conflicts

Individual Liberty

• Supporting children to develop their self-knowledge, self-esteem and self confidence
• Encouraging children to take responsibility for their behaviour, as well as knowing their rights
• Modelling freedom of speech through pupil participation, while ensuring protection of vulnerable children and promoting critical analysis of evidence
• Challenging stereotypes
• Implementing a strong anti-bullying culture
• Following the UNICEF rights respecting schools agenda

Respect and Tolerance

• Promoting respect for individual differences
• Helping children to acquire an understanding of, and respect for, their own and others’ culture and ways of life
• Challenging prejudicial or discriminatory behaviour
• Organising visits to places of worship
• Developing links with faith communities
• Developing initial personal thinking skills
• Discuss differences between people, such as differences of faith, ethnicity, disability, gender or sexuality and differences of family situations, such as looked-after children or young carers, as well as wealth and the distribution of wealth and support from the government through funding such as pupil premium and other benefits that support educationally.