British Values Display

Promoting Fundamental British Values

At The Nidd Wharfe Federation, we promote Fundamental British Values throughout the school curriculum and within extra‑curricular opportunities, explicitly aligning this with our vision and themes of justice, responsibility, understanding of the world and advocating for others - all underpinned by our commitment to working together to be the best we can be.

British Values, recognised by Ofsted and the Department for Education (DfE) and following government guidelines, are:

  • Democracy
  • Individual liberty
  • The rule of law
  • Mutual respect
  • Tolerance of those with different faiths and beliefs

Below, each value is defined and accompanied by how it is taught in our schools.

Democracy

Democracy can be seen as equality of rights and privileges. It also refers to our nation’s electoral systems.

In school we promote the importance of democracy through:

  1. Free and fair elections for School Council, Prefect and Ambassador positions. (Responsibility; Advocating for others; Working together)
  2. Regular opportunities to explore children’s perceptions through Pupil Voice. (Responsibility; Understanding of the world)
  3. Teaching about elections and the UK electoral process in KS2, with School Council elections rooted in a systematic and fair approach. (Justice; Understanding of the world)
  4. Developing debating skills on key moral topics at age‑appropriate levels. (Justice; Responsibility)
  5. Taking key decisions democratically to show how groups work together to make fair decisions. Pupils regularly write to the Headteacher to make requests. (Justice; Working together; Advocating for others)
  6. Year 6 pupils write to—and meet with—our local MP. (Advocating for others; Understanding of the world; Responsibility)

The Rule of Law

While different people may hold different views about what is ‘right’ and ‘wrong’, all people living in England are subject to its law.

In school we promote the importance of the rule of law by:

  1. Following a shared set of rules adapted and then agreed by School Council. (Justice; Responsibility; Working together)
  2. Staff working closely in partnership with parents and carers to develop a clear sense of right and wrong; using the language of Emotion Coaching to help children understand the impact of their actions and make positive changes. (Justice; Responsibility)
  3. Following a clear and consistent SEMH‑rooted policy, focusing on building positive relationships and understanding behaviour as communication. (Justice; Responsibility)
  4. Talking pupils through emotions and feelings and using a restorative approach when incidents occur, particularly where there is a ‘victim’ (e.g., name‑calling). (Justice; Advocating for others)
  5. Working closely with our community and welcoming visits from ‘people who help us’—including Police Officers—to understand national laws and how they are upheld. (Understanding of the world; Justice)

Individual Liberty

Individual liberty suggests the free exercise of rights generally seen as outside government control.

In school we promote the importance of individual liberty by:

  • Planning extra‑curricular activities and clubs so pupils can develop interests independently of the curriculum. (Responsibility)
  • Ensuring pupils’ views and contributions are valued in all classes and by all staff. (Responsibility; Advocating for others)
  • Promoting communication and enabling pupils to voice their views and opinions in lessons. (Responsibility; Advocating for others)
  • Allowing pupils to manage aspects of the school day, e.g., organising playtime equipment, and setting up/leading Collective Worship. (Responsibility; Working together)
  • Embedding pupil‑led projects such as the Enterprise German Christmas Market. (Responsibility; Understanding of the world)
  • Carefully planning Collective Worship to celebrate difference and diversity, followed up in PSHE and Well‑being lessons. (Understanding of the world; Justice)
  • Facilitating visits to a link school in Bradford to deepen understanding of different ways of living in modern Britain, and hosting an annual visit from pupils from a school in Thailand. (Understanding of the world; Mutual respect)

Mutual Respect

The proper regard for an individual’s dignity—reciprocated.

In school we promote the importance of mutual respect by:

  • Ensuring Respect forms a key part of our ethos and daily provision. (Justice; Responsibility)
  • Having a weekly Ethos Statement linked to Church Values to develop philosophical and reflective thinking. (Understanding of the world; Responsibility)
  • Involving pupils in outlining the School Rules. (Responsibility; Working together)
  • Embedding Spiritual, Moral, Social and Cultural (SMSC) learning throughout the curriculum to promote equality and respect for all. (Justice; Understanding of the world)
  • Using the language of Emotion Coaching to support children and resolve conflict. (Justice; Responsibility)
  • Upholding an Equal Opportunities Policy. (Justice)
  • Delivering a robust and progressive RE curriculum covering a range of faiths and faith traditions, with visits to places of worship and opportunities to meet carefully selected faith leaders. (Understanding of the world; Mutual respect)
  • Teaching British history to understand the sacrifices of previous generations that underpin our current freedoms; marking Remembrance Day with a whole‑school service and a visit to the village War Memorial. (Understanding of the world; Responsibility; Justice)
  • Enabling Upper Key Stage 2 pupils to lead by promoting key values to younger pupils—e.g., monitoring and encouraging high standards of behaviour and respect at lunchtimes, where family service is central. (Responsibility; Working together)
  • Providing opportunities to represent the school in sporting tournaments, where sporting values are celebrated. (Mutual respect; Responsibility)
  • Holding Celebration Collective Worship each Friday at each school: Teachers award Star of the Week, Prefects select and present one special Star of the Week, and further certificates celebrate effort, Kindness, Resilience, and more. (Advocating for others; Responsibility; Working together)

Tolerance of Those with Different Faiths, Religions and Beliefs

A fair, objective, and positive attitude to those whose faiths and beliefs may differ from one’s own.

In school we promote the importance of tolerance through:

  • Observance and specific teaching of a range of religious festivals. (Understanding of the world; Mutual respect)
  • Acceptance of different faiths and faith traditions in daily practice. (Mutual respect; Justice)
  • Religious Education taught weekly to all pupils. (Understanding of the world)
  • Governance that includes faith representatives from the Church of England. (Working together; Understanding of the world)

Spiritual, Moral, Social and Cultural Development (SMSC)

The Nidd Wharfe Fedration plans clear SMSC development throughout the curriculum. This includes the incorporation of British Values by:

  • Enabling pupils to develop their self‑knowledge, self‑esteem and self‑confidence. (Responsibility)
  • Enabling pupils to distinguish right from wrong and to respect the civil and criminal law of England. (Justice; Responsibility)
  • Encouraging pupils to accept responsibility for their behaviour, show initiative, and understand how they can contribute positively to the lives of those in the locality and wider society. (Responsibility; Advocating for others; Working together)
  • Enabling pupils to acquire a broad knowledge of and respect for public institutions and services in England. (Understanding of the world)
  • Encouraging tolerance and harmony between different cultural traditions by appreciating and respecting their own and others’ cultures. (Understanding of the world; Mutual respect)
  • Encouraging respect for other people. (Mutual respect; Justice)
  • Encouraging respect for democracy and participation in democratic processes, including respect for the basis on which the law is made and applied in England. (Democracy; Justice; Responsibility)