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Resilience, Exploration, Aspiration and Positivity

British Values

British Values

The Department for Education guidance ‘Promoting fundamental British values as part of SMSC in schools: Departmental advice for maintained schools’ (2014) requires schools, as part of a broad and balanced curriculum, to promote the spiritual, moral, cultural, mental, and physical development of all pupils. 

In accordance with The Department for Education, we aim to actively promote British values in our school to ensure young people leave school prepared for life in modern Britain. Pupils are encouraged to regard people of all faiths, races and cultures with respect and tolerance and understand that while different people may hold different views about what is ‘right’ and ‘wrong’, all people living in England are subject to its law.


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What are the British Values? 

  • Democracy
  • Rule of law
  • Individual liberty
  • Mutual respect
  • Tolerance of those of different faiths and beliefs

The list below describes the understanding and knowledge expected of pupils as a result of schools promoting fundamental British values:

  • An understanding of how citizens can influence decision-making through the democratic process;
  • An appreciation that living under the rule of law protects individual citizens and is essential for their wellbeing and safety;
  • An understanding that there is a separation of power between the executive and the judiciary, and that while some public bodies such as the police and the army can be held to account through Parliament, others such as the courts maintain independence;
  • An understanding that the freedom to choose and hold other faiths and beliefs is protected in law;
  • An acceptance that other people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of prejudicial or discriminatory behaviour; and
  • An understanding of the importance of identifying and combatting discrimination.


We help children to remember the British Values through the thumb and finger model:

  • Thumb – Democracy – up or down to give opinion.
  • Index finger – Rule of Law - pointing 
  • Middle finger – Tolerance of different faiths and beliefs – tallest finger pointing to God.
  • Ring Finger – Mutual respect – wedding ring – respect for other people
  • Little finger – Individual Liberty – sticks out on its own. 


Promoting British Values at Kemsley

At Brampton, promoting spiritual, moral, social, and cultural development (SMSC) and British Values are important aims for both our curriculum and the wider personal development opportunities on offer to pupils. Click the British Values links below to see how Kemsley’s PSHRE curriculum, together with our wider personal development opportunities, fulfils the requirements of the guidance and ensure British Values are promoted throughout our school, from Reception to Year 6. Alternatively, the document can be downloaded in full at the bottom of the page. 

Democracy – what do we do?

  • Class voting for the election of school councillors at the start of the year;
  • Annual school wide campaign and election for our head boy/girl;
  • Provide pupils with a broad general knowledge of, and promote respect for, public institutions and services;
  • Teach pupils how they can influence decision-making through the democratic process;
  • Taught through assemblies and our school curriculum;
  • Encourage pupils to become involved in decision-making processes and ensure they are listened to in school;
  • Help pupils to express their views;
  • Model how perceived injustice can be peacefully challenged;
  • Pupils vote as to which extra-curricular clubs we should provide.

Rule of law – what do we do?

  • Ensure school rules and expectations are clear and fair;
  • Class rules and celebration of adhering to these rules;
  • Help pupils to distinguish right from wrong;
  • Help pupils to respect the law and the basis on which it is made;
  • Help pupils to understand that living under the rule of law protects individuals;
  • Explore within our PSHRE laws and what to do if peer pressure is trying to persuade children to break these;
  • Promote the Rights Respecting School Articles (on policies, around school, in assemblies etc);
  • Refer to the Equality Act 2010 as part of our No Outsiders Scheme;
  • Annual visit from police to talk about knife crime/county lines with Year 6.

Individual liberty – what do we do?

  • Support pupils to develop their self-knowledge, self-esteem, self-confidence;
  • Encourage pupils to take responsibility for their behaviour, as well as knowing their rights;
  • Model freedom of speech through pupil participation, while ensuring protection of vulnerable pupils and promoting critical analysis of evidence
  • Challenge stereotypes;
  • Implement a strong anti-bullying culture supported by the Anti-bullying Ambassadors Team
  • E-Safety is taught throughout the school year to all year groups, and parents and staff receive training on these.

Mutual Respect and tolerance of different cultures and religions– what do we do?

  • Use the No Outsiders scheme within our PSHRE lessons and through assemblies to explore the protected characteristics of the 2010 Equality Act to promote respect for individual differences and to actively challenge stereotypes;
  • Use No Outsiders assemblies & Current Affairs assemblies to explore critical news events (e.g. terrorist attacks, Black Lives Matter etc) with links to British Values & Protected Characteristics;
  • Explore positive role models (where possible) through our topics who reflect the protected characteristics of the 2010 Equality Act;
  • Challenge prejudicial or discriminatory behaviour;
  • Organise visits to places of worship (one annually per year group);
  • Assemblies celebrating the culture and beliefs of different religions and faiths;
  • Our RE scheme ensures that our children have a good understanding of a range of religious beliefs and customs;
  • Help pupils to acquire an understanding of, and respect for, their own and other cultures and ways of life;
  • Use of oracy hand gesture to disagree in a respectful way with the answers of others whilst in class.