British Values

Bourton Meadow Academy

British Values


At Bourton Meadow, we actively promote the government’s five British values, to ensure our children leave school prepared for life in modern Britain and beyond. Pupils are encouraged to regard people of all faiths, races, cultures and identities with equal respect, embracing their similarities and also their differences. 




How do we promote British Values at Bourton Meadow Academy?


We use assemblies to explicitly teach children about the British values and we reflect on how our six school values relate to these. We regularly draw links between the two and, like our school values, we actively promote the British values through our curriculum and across all aspects of school life. 

How we explore, promote and celebrate each British Value at Bourton Meadow:

Democracy

  • School councillors are elected by their peers following a democratic process; children are asked to put                themselves forward as candidates by preparing a speech on why they should be elected by their peers before a blind vote is conducted.
  • Pupil Voice members and House Captains are also elected by their peers following a democratic process.
  • In-class voting: reward time, school council and pupil voice initiatives, house reward time.
  • In-lesson voting: children are encouraged to debate, argue, persuade and justify reasons across the full breadth of the curriculum.

Rule of Law

  • Home / School agreements are signed by parents and pupils when a pupil joins our school community.
  • All children are aware of our behaviour expectations which are clearly displayed and continually shared and revisited in lessons, assemblies and throughout discussions with children.
  • Adherence to the school’s Behaviour Policy.
  • The use of restorative practice when a behaviour expectation has not been met, to ensure pupils understand what the behaviour looked like, why it happened, its impact and to enable them to reflect on how they can make it better.
  • Individual behaviour plans to support, monitor and improve the behaviour of pupils requiring extra support.
  • Themes taught explicitly through the history, RE and PSHRE curriculum.
  • Encouragement of turn taking through all aspects of the curriculum.
  • School links with the local community including the emergency services.

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Individual Liberty

  • Everyone is given their chance to speak and knows that what they say will be listened to and valued
  • The pupil’s voice underpins the restorative approach within the school’s Behaviour Policy
  • Responsibilities within class and across the school (for Y6 helpers) creates opportunities for independence
  • Enterprise week in Year 6

Mutual Respect

  • Respect is one of our six school values, which is regularly explored through assemblies, our behaviour policy and also the curriculum.
  • Children are taught to communicate effectively and are given regular opportunities to practice and develop these skills through the curriculum. 
  • Children are encouraged to take turns during discussions and to actively listen when other people are speaking. 
  • Adults meet the pastoral care of children's needs.
  • Mutual respect underpins the school’s behaviour policy.
  • All adults continually model respect in their daily interactions with children and adults.
  • Engagement within competitive sport, both inside and outside of school, teaches the importance of showing competitors respect, regardless of the outcome.

Tolerance of those with different faiths and beliefs

  • Our whole school ethos recognises and celebrates the similarities and differences within our school community.
  • Children are given the opportunity to share their own ideas and opinions and are taught to respect those shared by other children.
  • Different faiths and beliefs are studied through religious education and celebrated through assemblies and  
    cultural theme days 
  • Diversity is integrated throughout the curriculum, to ensure that all pupils and backgrounds are positively and appropriately represented in all that we do.
  • Planned visits, activities and speakers build pupils’ ‘cultural capital’ (such as visiting local places of worship and African drumming).
  • Resources and activities challenge gender, social, cultural and racial stereotyping and aim to avoid unconscious bias.

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