British Values



Humberston Cloverfields Academy-Promoting British Values

All Maintained schools have obligations under section 78 of the Education Act (2002) which requires schools, as part of a broad and balanced curriculum, to promote the spiritual, moral, cultural, mental and physical development of pupils at the school and of society.  Through ensuring pupils’ Spiritual, Moral, Social and Cultural (SMSC) development, schools must also demonstrate they are actively promoting fundamental British values.


The Government set out its definition of British values in the 2011 Prevent Strategy and these values were reinforced by the Department of Education in 2014, stating 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, mutual respect and tolerance of those with different faiths and beliefs.’ 


At Humberston Cloverfields Academy, British values are promoted in so much of what we do, not least during our school assemblies, Religious Education and Personal, Social and Health Education sessions.  The values are an integral part of our school vision and values and always have been.


As well as actively promoting British values, at Humberston Cloverfields Academy we actively challenge pupils, staff or parents expressing opinions contrary to fundamental British values, including ‘extremist’ views.


Below are just a few examples of how we, at Humberston Cloverfields Academy, promote and reinforce British values.


Children, parents and staff have many opportunities for their voices to be heard at Humberston Cloverfields.  Democracy is central to how we operate.


An obvious example of democracy in action is our School Council.  Each year the election of School Council members takes place.  The process of election reflects our British electoral system; the prospective candidates make speeches; all pupils reflect on what personal characteristics are important for their class representatives to have.  Following this, all pupils vote in secret and the individuals with the majority vote are elected.  School Council is made up of 2 representatives from each class, from Y2 to Year 6; they meet regularly to discuss issues raised in class council meetings.  The School Council has its own budget and is genuinely able to effect change within the school. The Council are currently undertaking a funding event for playground markings which will involve polling the school population on their preferences.




Other examples of how we promote the values of democracy, including ‘pupil voice’ are:

  • All children contribute to producing their class rules.
  • The Learning Council are asked to respond to and reflect on the teaching and learning on a regular basis. They have undertaken “Learning walks” in our school and also in another school locally with the host Learning Council. They proudly invited the partner school to share a “Learning walk” in our school. A governor supports them with the Principal to ensure some of the learning strategies that staff undertake are working from the pupil point of view e.g. learning rubrics.
  • Children take part in a questionnaire so they can put forward their views about the school. This is then analysed by the Learning Council and presented to the whole school.


Rule of Law

The importance of Laws, whether they may be those that govern each class, our school or our country are referred to and consistently reinforced often, such as in assemblies and when reflecting on behaviour choices.  Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken.


The message of Rule of Law is reinforced in different ways:

  • Each class discusses and sets its own a set of rules that are clearly understood by all and seen to be necessary to ensure that every class member can learn in a safe and ordered environment.
  • Through our whole school behaviour policy; all stakeholders are aware of the policy and it is understood and followed; this includes an understanding of consequences when rules are broken.
  • Pupils have regular opportunities to reflect e.g. on their behaviour and choices made, during collective worship.
  • During Religious Education, when the rules for particular faiths are thought about.
  • During other school subjects, where there is respect and appreciation for different rules e.g. in a sports lesson, sporting competitions etc.
  • Visits from authorities such as the police and fire service.Within school, pupils are actively encouraged to make choices; including the right to respectfully express views and beliefs, knowing they are in a safe and supportive environment.  As a school we educate and provide boundaries for our young pupils to make choices safely, through the provision of a safe, supportive environment and empowering education.  Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advised how to exercise these safely.  Examples of how we promote individual liberty:
  • Individual Liberty
  • Choices about learning challenges or activity.
  • Encouraging the values of a Growth Mindset to empower their learning.
  • Choices around participation in extra-curricular clubs and opportunities.
  • Empowering pupils to make safe choices through E-Safety, PSHE, Road safety and Fire safety lessons.Mutual respect is at the heart of our values.  Children learn that their behaviours have an effect on their own rights and those of others.  All members of the school community should treat each other with respect.Some examples of how we enhance pupils understanding and promote mutual respect:
  • Mutual Respect
  • The most influential way in which we foster mutual respect is carried out on a daily basis on how we expect pupils to interact in the classroom and outside at break times.
  • Collective worship themes on core values such as respect, patience, understanding etc.
  • PSHE and Circle Time sessions
  • Anti-Bullying week
  • Religious Education curriculum
  • Sex and relationships education
  • Wider implications of ICT and respect for self and others, social media, sextexting etc
  • Positive relationships are encouraged and modelled by staff.
  • We have whole school teams where siblings are in the same team and older children take responsibility for supporting younger children in assemblies.. Although there is competition to win the most team points there is great respect for other teams. Staff are also in teams.Tolerance of those of Different Faiths and Beliefs
  • Specific examples of how we, at Humberston Cloverfields, enhance pupils understanding, tolerance and respect for different faiths and beliefs are:
  • Cloverfields is situated in an area which is not greatly culturally diverse; therefore we place a great emphasis on promoting diversity with the children.
  • Through Religious Education, PSHE and other lessons where we might develop awareness and appreciation for other cultures e.g. in literacy through fiction, in depth study of another world faith. We stopped following the local RE syllabus when we became an academy in favour of Chris Quigley key skills that could be used to build a curriculum that focused more on different faiths.
  • Assemblies are regularly planned to address this issue either directly or through stories and celebrations from a variety of faiths and cultures. All pupils are expected to be in assembly unless their parents expressly wish them not to be. We discuss with parents that shared knowledge is important to develop tolerance and prevent any extremist views ( no child is currently with drawn from collective worship)
  • Members of different faiths or religions are encouraged to share their knowledge to enhance learning within the classes and the school.
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