The DfE have stated the 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.”

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As part of defining British values, we want to assert that for us and the children in our nursery schools we believe children have a right to feel safe and secure. They have a right to be heard, protected from conflict, cruelty, exploitation and neglect.  We are inclusive settings, and our curriculum enables children to be independent learners, competent and eager to make sense of their world and participate

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We empower children to understand their rights and those of others and become good citizens in the future

 

The Government defines British values as promoting:

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• Democracy

• Rule of law

• Individual liberty

• Mutual respect and tolerance

 

In both our federated schools we promote British Values by recognising that such values are intrinsic within the Early Years Foundation Stage Curriculum (2014) which we adhere to.

Therefore, we see British Values in the following ways:

 

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Democracy: making decisions together

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As part of the focus on self-confidence and self-awareness as cited in Personal, Social and Emotional Development:

 

• We encourage children to see their role in the bigger picture, encouraging children to know their views count, value each other’s views and values and talk about their feelings, for example when they do or do not need help. When appropriate, we demonstrate democracy in action, for example, children sharing views in a group session with a show of hands.

 

• We support the decisions that children make and provide activities that involve turn-taking, sharing and collaboration. Children are given opportunities to develop enquiring minds in an atmosphere where questions are valued.

 

 

Rule of law: understanding rules matter as cited in Personal Social and Emotional development

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As part of the focus on managing feelings and behaviour:

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• We ensure that children understand their own and others’ behaviour and its consequences, and learn to distinguish right from wrong.

 

• We negotiate rules and the codes of behaviour with the children, for example, to agree the rules about tidying up and ensure that all children understand rules apply to everyone.

 

 

Individual liberty: freedom for all

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As part of the focus on self-confidence and self-awareness and people and communities as cited in Personal Social and Emotional development and Understanding the World:

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• Children should develop a positive sense of themselves. We provide opportunities for children to develop their self-knowledge, self-esteem and increase their confidence in their own abilities, for example through allowing children to take risks on an obstacle course, mixing colours, talking about their experiences and learning.

 

• We encourage a range of experiences that allow children to explore the language of feelings and responsibility, reflect on their differences and understand we are free to have different opinions, for example in a small group discuss what they feel about transferring into Reception Class.

 

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Mutual respect and tolerance: treat others as you want to be treated

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As part of the focus on people and communities, managing feelings and behaviour and making relationships as cited in Personal Social and Emotional development and Understanding the World:

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• We work to create an ethos of inclusivity and tolerance where views, faiths, cultures and races are valued and children are engaged with the wider community.

 

• Our planning and practice is geared to supporting children to acquire a tolerance and appreciation of and respect for their own and other cultures; know about similarities and differences between themselves and others and among families, faiths, communities, cultures and traditions and share and discuss practices, celebrations and experiences.

 

• We encourage and explain the importance of tolerant behaviours such as sharing and respecting other’s opinions.

 

• We promote diverse attitudes and challenge stereotypes, for example, sharing stories that reflect and value the diversity of children’s experiences and providing resources and activities that challenge gender, cultural and racial stereotyping.

 

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In both our settings, staff will:

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• Consistently and actively promote tolerance of other faiths, cultures and races

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• Challenge gender stereotypes, including routine segregation of girls and boys

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• Work to engage children and families and with the wider community –

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• Challenge behaviours (whether of staff, children or parents) that are not in line with the fundamental British values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths, beliefs and lifestyle choices.

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