British Values Statement

As directed under Ofsted guidance, September 2014, we at Rendell Primary School take opportunities to actively promote British Values. We are committed to serving our community and surrounding areas. We recognise the multi- cultural, multi-faith nature of the United Kingdom and understand the crucial role our school plays in promoting these values. We encourage admissions from all those entitled to education under British law regardless of faith, ethnicity, gender, sexuality, political or financial status. We are a school for all.

Actively promoting also means challenging pupils, staff or parents expressing opinions contrary to fundamental British Values, including ‘extremist’ views. At Rendell, values of tolerance and respect permeate all areas of school life. This engenders a climate within which pupils feel safe and secure and facilitates the fulfilment of potential. Pupil voice plays an integral part in driving the school forward and school rules at different levels are seen as the foundation upon which this can be achieved.

At Rendell Primary School, we value the diverse ethnic backgrounds of all pupils and families and our curriculum with SMSC embedded, celebrates these. It is a curriculum that teaches elements of democracy, civic responsibility, rules and laws, the monarchy, equality, values and virtues, environmental awareness and understanding of other faiths. We believe that by working in this way, it teaches tolerance and respect for the differences in our community and the wider world.

The following are a selection of activities and external accreditations that are evidence of our commitment to British values (as defined by the Government):

Democracy

  • Children are involved in Democratic processes e.g. voting for the School Parliament.
  • The School Parliament itself is led by a member of staff and adheres to democratic processes, reporting its actions to the Governing Body.
  • Pupil and parent questionnaires.

The rule of law

  • We have links with the local police who come into school to educate the children about upholding British law and the prosecution service.
  • Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken, visits from and assemblies involving other agencies eg: Police, Fire service, Warning Zone help to reinforce this learning.
  • Pupils trained as Restorative Justice Mentors.
  • We have a robust anti-bullying culture and a positive behaviour policy which encourages tolerance and mutual respect.
  • We regularly review behaviour incidents in school and share these with key stakeholders.


Individual liberty

  • Pupils have key roles and responsibilities in school, such as the appointment of MPs and Restorative Justice Mentors.
  • Pupils are actively encouraged to make independent choices with the knowledge that they are in a safe, secure and supportive environment.
  • Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advise how to exercise these safely, for example through our E-Safety and PSHE lessons.
  • Through our extra-curricular clubs and opportunities, pupils are given the freedom to make choices.

Mutual respect

  • Our Rendell Rainbow Virtues are integral to the ethos of our school and are highlighted in whole school assemblies.
  • Our PSHE curriculum embodies values of Mutual Respect through units of learning such as Celebrating Difference, Being Me and Relationships.
  • Our Reading Buddies scheme promotes mutual respect between pupils across different phases of school.

Tolerance of those of different faiths and beliefs

  • Our R.E curriculum provides a broad and balanced education on a range of faiths, religions and cultures.
  • We have a large number of E.A.L children and actively use school resources to promote their learning and integration into our school society.
  • MFL teaching shares cultural similarities and differences.
  • Year 6 are visited each year by a Faiths Panel which allows the opportunity for pupils to ask direct questions.