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British Values

At The John Curwen Co-operative Primary Academy we aim to stress the positive aspects of living and working in a culturally heritage-rich society.

 

Discrimination on the basis of colour, culture, origin, gender or disability is unacceptable in this academy and is challenged and monitored. We hope that every child and adult within the academy community will endeavour to further this objective by personally contributing towards a happy and caring environment and by showing respect for, and appreciation of, each other as individuals. We acknowledge the complexity of British society, seeking to emphasise the common elements and values of our diverse heritages. In this respect we regard ourselves as a fully inclusive academy.

  

Our aim is to equip children with an awareness of an increasingly diverse society and of presenting the world as it is and how we would like it to be. From this basis, children will:
 
  1. develop their own attitudes to a pluralistic society
  2. fulfil their own potential
  3. achieve high standards in all areas of the curriculum
  4. develop enquiring minds and a spirit of curiosity
  5. be motivated, enthusiastic learners
  6. demonstrate independence and self-discipline
  7. be able to work collaboratively and as part of a team
  8. have high self-esteem, respecting themselves, others and the environment
  9. become responsible citizens of the future

 

This has clear links with our academy aims:

Successful learners who make progress, enjoy learning and achieve. Confident individuals who are to lead safe, happy and fulfilling lives. Responsible citizens who will make a positive contribution to society.

 

Through our curriculum, theme days, assemblies and displays we aim to support pupils in the following four pillars of learning:


Learning to know: to provide the cognitive tools required to better comprehend the world and its complexities, and to provide an appropriate and adequate foundation for future learning.


Learning to do: to provide the skills that would enable individuals to effectively participate in the global economy and society.


Learning to be: to provide self analytical and social skills to enable individuals to develop to their fullest potential psycho-socially, affectively as well as physically, for an all-round ‘complete person.


Learning to live together: to expose individuals to the values implicit within human rights, democratic principles, intercultural understanding and respect and peace at all levels of society and human relationships to enable individuals and societies to live in peace and harmony.


Each class in the academy displays the cooperative values. We discuss what these values mean in society outside of the academy.

 

At the beginning of the year classes discuss:

What does it mean to be British?

What does a British person look like?

 

We also look at what our backgrounds were as a staff before repeating the activity with the pupils.

 We teach the children about a diverse range of British role models through assemblies and topic lessons.

 

Mutual Respect and the Tolerance of those with different Faiths and Beliefs

 

Statement Evidence Impact

 

 

Respect is a fundamental value of the academy and society.

 

We develop tolerance of different Beliefs and Faiths as part of the RE, PHSE, and SMSC curriculum. Differences in beliefs are important as we are all individuals with different perspectives.

 

This is implicit in Restorative Practice and the way children and adults listen and value each other within RP circles.

 

There is evidence of learning about different religions and the spiritual aspects that are promoted in the academy.

 

Pipits celebrated other religions and faiths through R.E- building Mosques and Churches in Maths and also Chinese New Year through role play (home bay) and different activities.

 

There is improvement in behaviour as children become more able to articulate their thoughts and feelings in the RP circle. They are starting to tell us about other aspects that affect them as they know we listen and value what they are saying.

 

Children are talking about their experiences at mosque and mosque schools. Non-Christian children are listening to assemblies taken by the local churches. When parents will come in and work with children to show aspects of their cultures, children are asking questions. There is active participation and discussions in RE lessons regardless of the religion being taught and children are seeking out the similarities.

 

 

Democracy

 

Statement Evidence Impact

 

 

The academy council is founded on democratic principles The academy council is how we show the children democracy in action. It is important that they see that their voices are heard and have impact in the academy.

Democracy starts at the election process, through to meeting protocols and gaining ideas and feedback from classes

 

They make decisions that are based on collective opinion and not self-opinion. They make impact on the running of the academy e.g. they are responsible in the Academy Development Plan for looking at behaviour systems in the academy. They have already put in a new system for the awarding of the role model trophies.

 

When working with their classes they are developing through peer role-modelling the idea of collective decision making.

 

In foundation stage the children are learning about turn-taking and developing the relationships that will help them become democratic members of KS1

 

 

Rule of Law

Statement Evidence Impact

The children are becoming familiar with this concept through the strong values-based Co-operative Trust.

 

There are planned sessions to make children aware of the rule of law.

 

They are familiar with the concept too through RE lessons where they are taught the idea that different religions have guiding principles

 

The co-operative values of self-responsibility and social-responsibility are drivers for our new curriculum.

 

Children are familiar with the local police who take assemblies and lead sessions in class. They are aware of the mayoral office and the historic and current role of the Mayor.

 

In RE they learn about the guiding principles.

 

Pipits have done a topic all about 'People Who Help us' and we had Yorkshire Air Ambulance come and visit us

 

 

The children are becoming aware of their responsibilities both as individuals and to the wider academy community. Year 5 children are acting as Peer Mentors to support other children.

 

The is a better understanding of anti-social behaviours in the children that leave The John Curwen Co-operative Primary Academy and they are better equipped to deal with the peer pressures of secondary education.

 

They are more aware of the reasons behind some of the external differences between people of different faiths: e.g., clothing, religious observance, mosque school

 

 

Respect for self and others

Statement Evidence  Impact

The children are becoming familiar with this as values of self-responsibility and social-responsibility.

 

Respect is implicit in Restorative Practice

 

They are also taught the importance of respect through Remembrance Day and work on Wars

These are the drivers for our new curriculum.

 

Within RP circles respect is shown by the way children and adults listen and value each other.

 

Work is undertaken in all KS2 classes on Remembrance and the Wars. All KS1 and KS2 children attended a Remembrance assembly taken by Father Ian (St James’ Church) and held the minute of silence.

 

The children are developing an increased awareness of respect for themselves and others through the new curriculum. They are taking more pride in their work and conduct around the academy.

 

They show improved manners and politeness towards others. They know they will be listened to and so are listening better to others acting as Peer Mentors.

 

The children have increased awareness of the purpose of Remembrance day and why we remember the ‘fallen’. There was discussion round members of their own families that were involved and artefacts were brought into the academy: this made it more personal and real to the children.

Mrs Somerville in June 2016 attended a course on British Values and in July last year led staff training on this. In September INSET day training was provided for new staff. Mrs Somerville has led training for governors so that they are aware of the expectations for the academy and the history behind the initiative by the government.