British Values – Human Values
West Lodge Primary School is committed to serving its community and surrounding areas. It recognises the multicultural, multi faith and ever-changing nature of the United Kingdom, and therefore those it serves.
The Government emphasises that schools are required to ensure that key ‘British Values’ are taught in all UK schools. The government set out its definition of British values in the ‘Prevent Strategy’ - values of:
The school promotes a wide range of activities within the National Curriculum and beyond to secure such outcomes for children. The list below outlines some examples of when and where such British Values are shared. The list is not exhaustive, and represents only some of what we do.
The school promotes democratic processes, fostering the concept and application of freedom of speech and group action to address needs and concerns. Key to this is the concept of holding others to account, including those in positions of authority and influence.
Pupil voice is very important at West Lodge and there are a number of vehicles via which children can have their voices heard.
Elections are held for: US Council; LS Council; Head Boy and Head Girl; Deputy Head Boy and Deputy Head Girl. Children prepare a speech and are voted into role by their peers and teachers. The school council meets regularly to discuss issues raised in class. The school council is able to genuinely effect change within the school.
Other vehicles for pupil voice include: The Learning Research Group and the Rights Respecting Schools’ Steering Group.
The Campaigning and Volunteering Club helps develop an understanding of the importance of holding those in authority to account and the ability to affect positive change.
Promotion of the concept of ‘fair play’, following and developing rules, inclusion, celebrating and rewarding success, being magnanimous in defeat and participation in activities that promote kinship and affiliation with others.
Our Diamond 9 core values are: Shared Vision & Values; Dynamic & Innovative; Well Organised & Systematic; Caring & Supportive; Inclusive; High Expectations & Challenge; Learning Centred; Collegial and Celebrate Success were created via a democratic process involving all members of the school community creating a sense of ownership for these core values.
Educational visits, e.g. to the Harrow Mayor’s Office, helped reinforce the message of democracy.
The Rule of Law
The school has high expectations of pupil conduct and this is reflected in our Behaviour Policy.
We are a Rights Respecting School and Class Charters underpin behaviour expectations built around each individual’s responsibility to respect the rights of others. Children learn what it means to be valued as a member of a community, the importance of making valuable contributions by showing mutual respect and understanding the impact of their behaviour on others. Positive behaviours are promoted to maximise learning opportunities including play. There is recognition of making positive contributions through rewards as well as clear consequences for any disrespect or misconduct. Each Key Stage also creates the West Lodge Way, this changes year on year and children have input via assemblies and the school council. This links to our core values (diamond 9 and class charters).
The importance of laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school days, as well as when dealing with behaviour and through school assemblies. 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 authorities such as the Police and Fire Service help reinforce this message.
Within school, pupils are actively encouraged to make choices, knowing that they are in a safe 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 E-safety, Science, our new learning platform DB Primary and PSHE.
Children develop the skills required to access and share information; make and express clear decisions that apply to society and the world. Our curriculum helps facilitate and encourage the development of these skills. These skills include: the understanding and use of money; effective writing and reading skills; problem solving skills; the development of a growth mindset; numeracy skills; collaborative working; research skills and the ability to gain a broad and balanced understanding of the society in which they live. In Year 6 children get the opportunity to run an enterprise project which further develops their ability to develop a number of the skills listed above and learn the impact of making key decisions in a real life context.
Pupils are encouraged to making choices based on their interests by joining art, music and sport clubs.
Mutual Respect and Tolerance of those of Different Faiths and Religions
Whole school assemblies and classroom PSHE/ RE lessons promote the values expressed. As a ‘community school’, ‘collective worship’ is non- denominational and recognizes that those attending may have a wide range of faiths, or none. It is however, in line with regulation and is “wholly or mainly of a broadly Christian character”.
A whole school project in 2014-15 focusing on different faiths across the world and identifying the common themes and essence of all religion helped children developed a sense of mutual respect and tolerance.
Being a Rights Respecting School helps us to keep the focus on respect and tolerance for those who have different faiths and beliefs. This is achieved through enhancing pupils understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity.
Assemblies and discussions involving prejudices and prejudice-based bullying have been followed and supported by learning in RE and PSHCE. Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and assemblies. Parents, staff members and members of the religious community leading school assemblies on their faith also help deepen this sense of mutual respect and tolerance. In addition to this a re-invigorated enquiry based RE curriculum which involves regular visits to places of worship has helped embed mutual respect and tolerance in school life. Planning for RE is directed by the ‘Standing Advisory Council on Religious Education (SACRE) – Agreed Syllabus for Religious Education’.