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CP School & Early Years
Admissions DFE Tibberton early years Tibberton village

British Values




LAST REVIEW:- June 2018



RESPONSIBILITY FOR REVIEW:- Head Teacher British Values policy November 2018


Reference to school includes the nursery unless otherwise stated.


British Values

Policy statement

At Tibberton School and Early Years we actively 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’.


We aim to:

 Teach children to be proud to live in Britain

 Ensure children are not being radicalised at an early age.

 Ensure children are safe and healthy.

 Give children copious opportunities to explore other cultures in ways they understand at such a young age. For example cooking, songs and celebrations.

 Encourage children to be the best they can possibly be.


British Values

The DfE have reinforced 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."

The government set out its definition of British values in the 2011 Prevent Strategy, and these values have been reiterated by the Prime Minister this year. At Tibberton CP School and Early Years these values are reinforced regularly and in the following ways:



We listen to children’s and parent’s voice. Parent and stakeholder questionnaires are completed annually. Children are given opportunities to make decisions such as choosing their activities, friendships and resources.


The Rule of Law:

We consistently reinforce our high expectations of children. Children are taught the value and reasons behind our expectations (rules) that they are there to protect us, that everyone has a responsibility and that there are consequences when rules are broken.


Individual Liberty:

Children are actively encouraged to make choices, knowing that they are in a safe and supportive environment We educate and provide boundaries for young children to make choices safely, through our provision of a safe enabling environment and effective teaching. Children are encouraged to know, understand and exercise their rights and personal freedoms.


Mutual Respect:

Children are encouraged to gain and show respect through interaction with caring adults who show and value their individual personalities.

Positive, caring and polite behaviour will be encouraged and praised at all times in an environment where children learn to respect themselves, other people and their surroundings.


Tolerance of those of Different Faiths and Beliefs:

We aim to enhance children’s understanding of different faiths and beliefs by participating in a range of celebrations throughout the year. Children have the opportunity to experience activities from other cultures and we encourage parents and carers to participate and support our multi-cultural events such as Chinese New Year, Divali and Eid.



Sometimes staff will plan specific ‘lessons’ or assemblies to teach our children British values but in the majority of teaching the values will be embedded in everyday activities and policy. We teach our children that it is possible to live together peacefully, each of them a valuable part of our multicultural world through our PSHE and SMSC curriculums. For extra support staff can access the "PINK" curriculum that links to British Values.


We work closely with parents–to let them know that we are going to be teaching their children British values as part of their day-to-day curriculum British Values policy November 2018




Our school is open to all members of the community.


*  We reflect the diversity of our society in our publicity and promotional materials.

 * We provide information in clear, concise language, whether in spoken or written form.

 * We provide information in as many languages as possible where required.

      * We base our admissions policy on a fair system.

 * We ensure that all parents are made aware of our equal opportunities policy.

 * We do not discriminate against a child or their family, or prevent entry to our setting, on the basis of colour, ethnicity, religion or social background, such as being a member of a travelling community or an asylum seeker.

 * We do not discriminate against a child with a disability or refuse a child entry to our setting for reason relating to disability.

 * We develop an action plan to ensure that people with disabilities can participate successfully in the services offered by the setting and in the curriculum offered.

 * We take action against any discriminatory behaviour by staff or parents. Displaying of openly discriminatory and possibly offensive materials, name-calling, or threatening behaviour are unacceptable on or around the premises and will be dealt with in the strongest manner.




 * Posts are advertised and all applicants are judged against explicit and fair criteria.

 * Applicants are welcome from all backgrounds and posts are open to all.

 * We may use the exemption clauses in relevant legislation to enable the service to best meet the needs of the community.

 * The applicant who best meets the criteria is offered the post, subject to references and checks by the Disclosure and barring service. This ensures fairness in the selection process.

 * All job descriptions include a commitment to promoting equality and recognising and respecting diversity as part of their specifications.

 * We monitor our application process to ensure that it is fair and accessible.



We seek out training opportunities for staff and volunteers to enable them to develop anti-discriminatory and inclusive practices, which enable all children to flourish.

We review our practices to ensure that we are fully implementing our policy for promoting equality, valuing diversity and inclusion.



The curriculum offered in school encourages children to develop positive attitudes about themselves as well as to people who are different from themselves. It encourages children to empathise with others and to begin to develop the skills of critical thinking.


Valuing diversity in families


 * We welcome the diversity of family lifestyles and work with all families.

 * We encourage children to contribute stories of their everyday life to the school.

 * We encourage parents/carers to take part in the life of the setting and to contribute fully.

 * For families who speak languages in addition to English, we will develop means to ensure their full inclusion.

 * We offer a flexible payment system for families of differing means and offer information regarding sources of financial support.



We work in partnership with parents to ensure that the medical, cultural and dietary needs of children are met.

We help children to learn about a range of food, and of cultural approaches to mealtimes and eating, and to respect the differences among them.



Our environment is as accessible as possible for all visitors and service users. If access to the settings is found to treat disabled children or adults less favourably then we make reasonable adjustments to accommodate the needs of disabled children and adults. We do this by:

 making children feel valued and good about themselves;

 ensuring that children have equality of access to learning;

undertaking an access audit to establish if the setting is accessible to all children;

making adjustments to the environment and resources to accommodate a wide range of learning, physical and sensory impairments;

making appropriate provision within the curriculum to ensure each child receives the widest possible opportunity to develop their skills and abilities, e.g. recognising the different learning styles of girls and boys;


* positively reflecting the widest possible range of communities in the choice of resources;

avoiding stereotypes or derogatory images in the selection of books or other visual materials;

* celebrating a wide range of festivals;

* creating an environment of mutual respect and tolerance;

* differentiating the curriculum to meet children's special educational needs;

helping children to understand that discriminatory behaviour and remarks are hurtful and unacceptable;

ensuring that the curriculum offered is inclusive of children with special educational needs and children with disabilities;

ensuring that children learning English as an additional language have full access to the curriculum and are supported in their learning; and

ensuring that children speaking languages other than English are supported in the maintenance and development of their home languages



Meetings are arranged to ensure that all families who wish to may be involved.

Information about meetings is communicated in a variety of ways - written, verbal and in translation, if needed - to ensure that all parents have information about and access to the meetings.


Monitoring and reviewing

To ensure our policies and procedures remain effective we will monitor and review them regularly to ensure our strategies meets the overall aims to promote equality, inclusion and valuing diversity.

We provide a complaints procedure and a complaints summary record for parents to see.