british values review greenfield


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Greenfield Primary School 2014-15 Promoting British Values: Review Greenfield Primary School is committed to promoting the spiritual, moral, social and cultural (SMSC) development of pupils within the curriculum and in all aspects of school life. Within this, our pupils are encouraged to regard people of all faiths, races and cultures with respect and tolerance. Within our SMSC curriculum, we actively promote British values through challenging opinions or behaviours in school which are contrary to these fundamental British values. Our curriculum and enrichment activities promote these values within SMSC through: • • • Enabling our pupils to develop their self-knowledge, self-esteem and self-confidence Enabling our pupils to distinguish right from wrong and to respect the civil and criminal law of England Encouraging our pupils to accept responsibility for their behaviour, show initiative, and to understand how they can contribute positively more to the lives of those living and working in the locality of the school and so society more widely Enabling our pupils to have a broad general knowledge of and respect for public institutions and services in England Furthering tolerance and harmony between different cultural traditions by enabling our pupils to acquire an appreciation of and respect for their own and other cultures Encouraging respect for other people Encouraging respect for democracy and support for participation in the democratic processes, including respect for the basis on which the law is made and applied in England. • • • • For our whole school assessment please see the table below: School values and ethos Do the school’s values embrace equity and excellence for all? Grade Good Evidence All values link with vision, ethos, SMSC and PSHE programme. Values reinforced in assemblies and the school curriculum and through our ‘R’ Respect curriculum and CARE mission statement. All school policies are written with these values in mind. All curriculum policies and strategic policies support this. A small school which consults and collaborates effectively. The pupils form an important part of the consultation. All pupils are regularly reminded of our agreed commitments within assemblies, trips, visits and visitors. Different pupil groups are included in reviews (playground, behaviour, school priorities) as well as involved with local community planning (housing, park project). Rainbows, Brownies, open for local events as required, PTFA. The school has links with local churches, Blaby Rotary, Blaby Community events, nurseries and Waitrose projects. All pupil data which is held complies with LA requirements. Data on pupils is updated regularly as needs are 1 Are school policies and procedures clearly derived from these values? Does the school value and promote community and democratic principles? Do all partners, including pupils, understand the school’s commitment to equity and excellence? Does the school meaningfully involve pupils and the local community in its selfevaluation and improvement planning? Does the school share its facilities with the local community? Does the school seek to be represented on local bodies? Self-evaluation Does the school have a detailed breakdown of the pupil characteristics (including faith, ethnicity and culture and Good Good Good Good Good Good Good


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socio-economic background) year-byyear and class-by-class? Does the school have a clear understanding of the different needs of pupils based on these characteristics, for example, language needs or religious observance? Does the school have an accurate understanding of the groups that its community comprises? Does the school have a clear understanding of the needs of these groups? Are the needs of pupils and the community built into the school improvement plan? Where the pupils are from diverse communities, does the school teach its pupils to understand and appreciate diversity? Is the pupil profile representative of the local community, and if not, why not? Is the staffing profile representative of the local community, and if not, why not? Does the composition of the governing body reflect the range of the community? Does the school employ members of the local community in appropriate roles? Hard-to-reach groups Is the school aware of parents/carers and other stakeholders who are hard to reach? Does the school understand the reason(s) why they are hard to reach, for example, single parents, language difficulties, lack of confidence, socioeconomic deprivation, isolation in rural areas or unfamiliarity with the school’s procedures? Does the school seek the views of hardto-reach groups in order to understand their needs? Good Good identified. All pupil data which is held complies with LA requirements. Data on pupils is updated regularly as needs are identified. Good The school and family of schools work together to keep this information updated and liaise with community groups including Blaby Council, Sure Start etc. We work with the family of schools and Blaby District Supporting Leicestershire Families in order to have updates on identified changes. The School Development Plan and the work of the governors looks at pupil needs linked to the school priorities. The school curriculum supports educating pupils about diversity. Additional resources are purchased to support this. Yes. We also work collaboratively with other schools to extend this. Yes. We also work collaboratively with other schools to develop this. Yes. Good Good Good Good Good Good Good Yes. All pupil groups are identified and made a priority. We work with different agencies to support pupils and their families. All vulnerable groups are identified and tracked. Good Good The consults with all groups and further consultation takes place through Family Support workers, Attendance Improvement Officer and other external agencies. Does the school keep records of the involvement of parents and carers with the school, for example attendance at pupil progress meetings? Good The school monitors parents/carers involvement in parent evenings etc. It consults via questionnaires, through good relationships with parents and continually looks to overcome any barriers. 2


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Does the school encourage access and involvement, for example through making alternative arrangements for reviewing pupil progress? Educational provision Do adults in the school act as role models, promoting common values that highlight diversity and equality, human rights and responsibilities? Does the school teach pupils to understand their own emotional makeup and that of others? Has the curriculum been planned across subjects and aspects to provide pupils with the knowledge and skills they need to contribute to the immediate and wider communities? Does the content of the curriculum contribute to an appreciation of cultural diversity, and does it challenge prejudice, bias and stereotype? Does the curriculum teach pupils about democratic values and democratic structures in Britain? Does citizenship education include the strand 'Identity and diversity: living together in the UK'? Does the school actively promote good relationships between learners from different backgrounds? Do extra-curricular activities, visits and visitors enrich understanding and appreciation? If pupils at the school are from similar backgrounds, does the school make links with contrasting schools to give pupils first-hand knowledge and experiences of those from different backgrounds? Community contribution Does the school provide extended services for the community? Is the community able to use school facilities? Does the school have good links with community groups? Outcomes for pupils Do pupils in the school have accurate knowledge and understanding of the diversity of British, European and global Good The school and all teachers always try to accommodate parents’ needs as much as possible. Curriculum events are held in different formats and at different times to support parent communication and information. Yes. Good Good Emotional well-being and resilience is at the heart of our learning and teaching, curriculum and pupil well-being. The curriculum is linked with the Every Child Matters agenda and SMSC aspects of learning. These are reinforced within lessons, assemblies, trips and activities. The curriculum is linked with the Every Child Matters agenda and SMSC aspects of learning. These are reinforced within lessons, assemblies, trips and activities. Promoting fundamental British values is part of the school’s PSHE curriculum and SMSC aspects of learning. These issues considered within our SEAL and ‘R’ Respect curriculum. Yes. We have a good Respect curriculum and this links with the school’s CARE mission statement and approach to behaviour. Yes. A wide variety of additional in-school and extra curriculum activities promote this understanding of others. International links through our curriculum award and quad blogging, ICT curriculum and curriculum links. Good Good Good Good Good Good Good Good Good Yes. Yes. The school also applies for grants which involve the wider community in initiatives such as arts, dance, sport, Fairs etc. As appropriate to the age range of the school. Good Good Our curriculum and assemblies and pupil groups contribute to this education. 3


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communities? Do pupils in the school have an accurate knowledge and understanding of the values we share with other communities? Do pupils appreciate that wider communities are equal and do they understand interdependence? Are all groups of pupils making good progress academically? Is the school closing any achievement gaps between groups of pupils? Good Our curriculum is based on the statutory requirements and is enriched through additional international curriculum events and initiatives. Our curriculum and whole school assemblies seek to show links to the wider community, national and international. All pupil groups, including vulnerable groups are tracked and intervention is in place to narrow gaps. All pupil groups, including vulnerable groups are tracked and intervention is in place to narrow gaps. Any gaps are narrowing through use of finances and intervention (e.g. Pupil Premium). All pupils have progress interviews and support is adjusted accordingly to provide them with the best chances to achieve. Deprivation factors are also considered. Many pupil groups are in place to provide pupils with these opportunities. The school also hosts PSHE events which enable pupils to take on challenges such as fund raising, business awareness, values etc. The school council also looks at environmental issues. The school contributes to local, national and international fund raising e.g. Children in Need, Race for Life, Christmas Box appeal etc. Good Good Good Are all groups of pupils making good progress in their personal development? Good Do pupils make a contribution to the school community, for example through acting as buddies and mentors and through the school council? Are pupils developing skills for participation and responsible action, for example through recycling? Are pupils making a contribution to the local and wider communities, for example through supporting local groups and national and international charities? Do pupils from different backgrounds and cultures get on well? In the classroom, do pupils cooperate well together in pairs and groups? Are they respectful towards each other, for example, listening to responses and ideas? Do they take pride in the achievements of others, for example in celebration assemblies? Do they play together during breaks? Is language respectful during breaks? Good Good Good Good Behaviour for learning is at least good. Pupils work collaboratively in lessons and across year groups. This is reinforced through our whole school ‘R’ Time respect curriculum which supports our curriculum. All pupils are given the opportunity to celebrate their own and others’ successes. Yes. Yes. Good Good Good Good Mr C Bowpitt Head teacher 4



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