At Primrose Hill Primary School we are committed to serving our community and surrounding area. We recognise the multicultural, multifaith nature of the United Kingdom and understand the crucial role our school plays in promoting these values.
As a community school, 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 and this is reflected in our school motto…Together we will make a difference.
This statement outlines the key British values we actively promote.
Each class democratically votes for two members to represent their class on the School Council. The school council meets regularly with the headteacher in school in order to share pupils’ views and drive new initiatives both within school and in the wider community. The school council report to the governing body on a regular basis and a governor also attends every school council meeting.
Pupils in Years 5 and 6 have links with the local magistrates, which includes visits to the local courts and visits by representatives of the court of law to school.
The Rule of Law
The school has a clearly defined behaviour policy that positively rewards good behaviour both in and out of school. This also sets out clear boundaries and appropriate consequences and engages parents when necessary to further reinforce school rules. Our school council also has close links with another school in our local area and we regularly meet to discuss ways of improving behaviour and safety in both of our schools.
Behaviour is monitored closely and regular reports are shared with governors. As a result, incidents of poor behaviour and racial incidents are minimal.
The school has very close links with our local Police Community Support Officer who regularly visits school to work with pupils and deliver assemblies. He patrols outside of school ensuring that children are safe when exiting the school and parents are adhering to safe parking.
Within school independence and resilience is promoted with the pupils encouraged to take educated risks, safe in the knowledge that they are supported by a safe and secure environment.
The school provides a wide range of clubs and activities outside of the school day and pupils are encouraged to make choices based on their own interests. Attendance at clubs is also monitored and pupils are encouraged to try new activities where possible in order to broaden their horizons.
Pupils have key roles and responsibilities within each class and the whole school, for which pupils actively put themselves forward.
In Year 6 our PSHE unit entitled ‘Positive Contribution’ ensures that pupils appreciate the impact of their behaviours and actions on others.
Our curriculum embodies values of mutual respect through units such as Family Life and Relationships, Positive Contributions, French Festivals and many more (see curriculum maps).
Our involvement with CSSP actively promotes an attitude of equality and fairness. We have signed the Fair Play Charter for all sporting events that the school attends.
At playtime, PALS representatives initiate play and support our younger pupils. We also have learning buddies whereby older pupils support younger pupils in the school, e.g. reading buddies.
Our school council works closely with another school in our area and we regularly undertake visits to their setting and vice versa. During these visits we share ideas, tour the schools and offer support on projects that may improve outcomes for both schools.
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.
Within our broad curriculum our pupils are introduced to other cultures such as Judaism, Hinduism and Islam. We also study many other cultures within our Geography units such as Europe, The Americas and other Non EU countries.
In addition to this we offer curriculum enrichment through multi-cultural weeks and assembly topics, which are reviewed and adapted to meet the ever changing needs of our society.
We teach French from Reception class to Year 6 and pupils leave Year 6 with very high attainment in written and spoken French.
This statement offers a summary of the way in which Primrose Hill upholds and promotes British Values. As always, in order to experience the unique ethos and atmosphere of our school then a visit to Primrose Hill is recommended.
British Values in the EYFS at Euxton Primrose Hill Primary School
The fundamental British Values of ‘Democracy’, ‘The Rule of Law’, ‘Individual Liberty and Mutual Respect’ and ‘Tolerance of Different Faiths and Beliefs’ are already embedded in the EYFS curriculum and practice.
At Euxton Primrose Hill Primary School we actively promote British Values in these ways:
- Encouraging children to know their views count and their opinions are important, e.g. following the children’s interests for topics and activities.
- Encouraging children to make decisions together, e.g. when sharing a group toy like a large train set.
- Encouraging the children to see their role in the ‘bigger picture’, e.g. linking to part of a family, class, group, school, community, etc.
- Encouraging children to value each other’s views and beliefs and to talk about their feelings.
- Providing opportunities for the children to vote for activity choices, e.g. choosing a book for story time by a show of hands.
- Encouraging children to complete activities that involve turn-taking, sharing, discussion and collaboration, e.g. model making, role play activities and using equipment.
- Using group times and circle times to encourage children to take turns, listen to others and to value and respect the contributions made by others in the group.
- Working together to create an environment where it is ‘safe’ to make mistakes, share thoughts and ideas and to explore different options, e.g. promoting forgiveness after an argument, opportunities to retry an activity and tolerance for different views.
The Rule of Law
- Encouraging adults and children to work together to create group rules.
- Discussing the need for rules and how they should be administered fairly, e.g. the need for rules to keep everyone safe and happy.
- Teaching children to understand their own and others’ behaviour and feelings along with their consequences.
- Working together to create an environment where actions are consistently followed through, e.g. adherence to class rules.
- Encouraging and supporting children to learn how to distinguish right from wrong.
- Encouraging children to take turns, share and compromise.
- Encouraging children to develop a positive sense of themselves.
- Providing opportunities for children to develop their self-esteem and confidence in their own abilities, e.g.by sharing achievements and successes and promoting independence.
- Providing opportunities to take on risks, challenges and responsibilities and also encouraging children to explore and discuss their thoughts, feelings and ideas with others.
- Encouraging children to try a range of different activities and to discuss and select their own preferences.
- Providing opportunities for children to follow and develop their own interests and ideas.
- Providing activities for all children to engage in and actively challenge gender-specific tasks and activities.
- Encouraging children to reflect upon their similarities and differences and appreciate and respect that others may have different views.
Mutual respect and tolerance of different faiths and beliefs
- Working as a group to create an environment that includes, values and promotes different faiths, cultures, views and races.
- Providing opportunities for the children to make links with the wider community, e.g. inviting family members or speakers to visit the class and trips out to local places.
- Encouraging children to learn about other faiths, cultures, traditions, families, communities and ways of life. We encourage the children to share their experiences with the group if they feel comfortable to do so.
- Encouraging children to learn about the world around them, both locally and further afield, e.g. local trips, using books, stories, posters and videos to learn about places far away, cultural days, local events and activities, national celebrations.