British Values

Schools are now required to show that they are actively promoting British values.  The government set out its definition of British values in the 2011 Prevent Strategy – values of:

  • democracy
  • the rule of law
  • individual liberty
  • mutual respect
  • tolerance of those of different faiths and beliefs

We believe these values to be fundamental human values which we at The Tynings School have actively promoted, alongside other such values as respect, forgiveness and responsibility, for many years.  Such values are the bedrock of how we believe primary pupils should be educated and permeates all aspects of school life.  This foundation on which we build our education forms an integral foundation of all we do through implicit and explicit action and education and below are some examples of how we do this:


  • School and class rules (the “BRIGHT” rules)
  • Voting on class issues (Class Council)
  • School Council (which is democratically elected
  • Clear behaviour system consistently applied (“weather” KS1 and “animal” KS2)
  • Assemblies – theme of the week, celebration assemblies (mums, dads and carers invited in).
  • Learner of the week certificates.
  • Paired work, group work, taking turns, sharing, tolerance, support, respect, care are all taught and modelled.
  • We have an implicit and explicit drive towards ‘doing the right thing’ which includes an expectation to hold doors, say please and thank you, have “polite” conversations (Minion poster) show consideration and awareness towards others which boils down to pupils being taught and being shown how to be empathetic people.
  • We formalise this through roles and responsibilities (children helping to prepare the class in the morning, class rota of jobs). Year 6 have a vast array of ‘jobs’ ranging from being assembly or corridor monitors, to being sports leaders across school, organizing and managing inter and intra class / school events, infant agility training.
  • We have a range of leadership opportunities for children in addition to the above: digital leaders, house and vice captains.

Community links:

  • Specific celebrations are shared and celebrated, from a religious and also a cultural standpoint such as Rosh Hashana, Chinese New Year, Diwali, where we often have parents and visitors to share and discuss from a personal point of view. Linked to this we hold project weeks with an international theme, sometimes directly linked to topics, sometimes as standalone events, where languages, culture, similarities and differences are explored.
  • Harvest, Christmas and many other charity support events (raising money to provide sanitary toilet facilities in a remote part of Africa, Children in Need, Sports Relief, Royal British Legion poppy selling, MIND, disaster relief, ongoing support of local foodbank – these are examples over the last couple of years), showing how we impact the world around us and how we can help others in need.
  • Themes and home learning opportunities for debate around human rights (eg: Y5/6 “Who Am I” includes fair trade, slavery debates and tasks).
  • Visits from outside agencies, fire fighters, local PCSO, road safety, library services, local religious leaders, people who are important to us and help us etc.
  • Celebration of the achievements of inspirational people and those who have suffered trauma as role models (assembly on Malala, Robin Williams, female inspiration group in Y6).

Other examples:

  • Every theme has a key text which often serves as triggers for PSHE discussions; these books include “Michael Recycle” by Ellie Bethel (about care for the environment), “The Flower” by John Light and Lisa Evans (care for a fragile thing and feelings), “Wonder” by RJ Palacio (about a child who has a facial disfigurement) and “The Arrival” by Shaun Tan (displacement, refugees and immigration).
  • We promote debate on social and emotional issues outside of the school day through our Home Learning Jigsaw (see class web pages for examples).
  • Our family support worker has a wide range of books which deal with many issues and trauma (such as bereavement, dementia, depression, mindfulness, etc.) and works with children and families where necessary.
  • The scheme of work for RE lessons, ( part written by one of our leadership team who works for SACRE), where tolerance and understanding form a significant element of learning, made explicit in the curriculum where commonalities and uniqueness are explored between all major religions.  Examples are: learning about major religious beliefs and how they complement each other and have common values, weekly assembly themes (shared on school website).
  • History is at times used to explore contemporary issues as they affect pupils today through the lens of history, including relevant historical context is essential to understanding what it means to be a citizen of the UK today.  Examples such as slavery and strata within society (Romans), different city state systems (Ancient Greece – Athens and Sparta), class system, British History etc.
  • Geography, understanding of local communities including developing pupils’ ideas of roles and responsibilities within in the community, break down of stereotypes through specific cultural topics (such as Creative Genius: Bristol and Beyond).
  • Facilitation of pupils engaging in our local community e.g. through trips including to places of worship, visitors such as emergency services, links with councillors, community engagement with annual Christmas and summer fayre (local dance groups, band, local businesses).  Further examples include charity work where we choose and explore local charities and wider more international needs and how we can make a difference (see above examples), as well as encouraging pupils to visit local school as part of their sport to share healthy and managed competition or secondary school visit.
  • EYFS: Early years where ‘About Me’ style learning and topics celebrate and recognise diversity.  Child led learning in itself linking to choices, understanding of each other, personal responsibility, impact of actions, independent thinking, etc. Respect features highly to support integration of many pupils from any different pre-school environments, including some who have not been to any formal pre-schooling.  Behaviour (and language) is consistently modelled (as it is across all school) and similarities and differences are actively promoted and celebrated.
  • Celebration of many cultures, both explicitly and implicitly, throughout the curriculum, unique interpretations of the same event / input, and to value others’ ideas and reflections, teamwork and listening skills.  Music and art opportunities particularly give a lot of scope for cultural and historical distinctiveness to be celebrated.
  • Behaviour policy which teaches boundaries, recognises pupils fulfilling expectation, rewards those who go above and beyond, and support pupils to improve if they do not live up to the expectation.  This is consistent and successful (“often outstanding” OFSTED 2013) in our school and creates the bedrock of the work our pupils undertake.
  • Most importantly, this is all taught through and underlying belief of a desire to develop an understanding of shared school values (e.g. behavioural, moral and academic expectations), respecting each other and living within a school community as well as a wider community.

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