Promoting British Values Audit April 2017

Introduction:

At Brooke School we consider the following to be the British values we aim to promote across the school:

  • We respect the culture and beliefs of others
  • We know that we are all special
  • We treat everybody equally
  • We understand right from wrong
  • We understand and respect the roles of people who help us
  • We understand the consequences of our actions
  • We listen to and respect other people’s opinions and values

The following table shows how we promote these aspects across the school.

Foundations / Learning to Learn / Developing Me / Skills for Life / Destinations / Inspire to Learn
We respect the culture and beliefs of others / We have termly culture weeks focusing on festivals and events around the world.
As part of the EYFS we have targets around people and communities, looking at similarities and differences.
Taking part in special assemblies at school. Celebration assembly. / Termly culture week
1)Aut – Stories around the world
2)Spr Games around the world
3)Sum -Festivals around the world
Understanding the roles of people who help us through weekly PHSE lessons with ‘keeping safe’ themes / Termly Culture weeks – focusing on different cultures from around the world.
Topic work (history, geography, art etc) focusing on different countries, looking at similarities and differences and why there may be differences.
PSHE lessons – RSE, protective behaviours, getting on and falling out
Lunchtime changes – clubs offered everyday / Culture weeks- Multicultural stories, including role play and drama.
Music activities. Multicultural cooking activities. Taking part in multicultural festivals / Termly Culture week
All destinations classes take part in this to some extend,
Aut – Stories around the world
Spr Games around the world
Sum -Festivals around the world
visit to New Life Church by Kestrel class as part of visit to the food bank. / BFS – We offer alternative menu when pork sausages, hot dogs, bacon cooked. Checking what gelatin used in marshmallows.
FARM -Some pupils do not enter the pig pen but are jobs of responsibility on the farm to do instead.
Culture weeks – Derbyshire well dressing, Australian aboriginal rhythm sticks,
Opportunity to take part in meditation.
Easter and Christmas celebrations ie activities around Easter story including making cross with twigs , outdoor egg hunts or outdoor nativity using farm animals, christmas dinner cooked on the camp fire.
We know that we are all special / Instant Rewards/ praise postcards.
Celebration Assembly
Trophy Nominations for end of term
Circle time- showing off work/ something special from home / Rewards assembly weekly and a celebration board changed weekly with photographs and the reason for being chosen,
Termly celebration assemblies.
Twice daily rewards for understanding right from wrong and understanding the consequences for our actions. Rewards are given for good citizenship, and treating others with respect.
Circle time daily to promote speaking and listening and to value the opinions of others. / Embedded reward systems in each class
Termly celebration assemblies
Weekly SULP assemblies
PSHE lessons – RSE, protective behaviours, getting on and falling out
Circle time
Staff listening to and helping students to overcome difficulties that may arise.
Showcasing work with parents
Lunchtime clubs
Trips and residential / RSE activities. Circle time activities on a daily basis. Class reward systems.
Individual reward systems. Praise postcards Accreditation assemblies Accreditation on an individual basis / weekly reward assemblies have been discontinued but rewards are recognises in individual reward programs within the classes. Some classes have behaviour rewards just for some students and other groups work a reward system for everyone.
All classes attend the termly reward assembly.
Rewards have included lunch out with a friend, eg subway, swimming session,, time with ICT at the end of the day etc
RSE has now been very clearly addressed~All students baselined and grouped according to understanding and then work carried out in groups of about 4 with a member of staff, mainly discussion based, seems to have worked very well this term.
Students sent for Praise postcards when necessary
Rewards in the form of responsibility for students who earn this, eg working with younger students at lunch times / Circle time using in outdoor environments and with outdoor materials.
Use of praise postcard system.
Opportunity to teach peers , younger pupils and others technical skills
Developing special relationships with animals.
Ability to succeed and thrive in practical activity outside of the classroom.
We treat everybody equally / We have termly culture weeks focusing on festivals and events around the world.
Sharing skills
Turn taking / Termly Culture week
4)Aut – Stories around the world
5)Spr Games around the world
6)Sum -Festivals around the world / Termly culture weeks
Embedded reward systems in each class
Termly celebration assemblies
Weekly SULP assemblies
PSHE lessons – RSE, protective behaviours, getting on and falling out
Circle time
Staff listening to and helping students to overcome difficulties that may arise.
Showcasing work with parents
Lunchtime clubs
Trips and residential / Access to sensory circuits. Individual timetables.
RSE activities. PSHE activities Access to all areas of school. Individualised timetables and activities Access to residential experiences Privacy when required -due to self help needs and medication / Termly Culture Weeks
Aut – Stories around the world
Spr Games around the world
Sum -Festivals around the world
OCN units volunteering working with FoodBank, Sue Ryder shop, Sainsburys, and Operation Christmas Child Boxes / Opportunity to work with others of different ages on both farm and BFS.
Farm stewards supported with external school visits.
We understand right from wrong / ILP / PSHE targets,
Positive praise/ understanding yes and no
Kind hands
Saying sorry / Individual learning plans differentiate awareness of right and wrong
Twice daily rewards for understanding right from wrong and understanding the consequences for our actions. Rewards are given for good citizenship, and treating others with respect / ILPs and PSHE targets
Embedded reward systems in each class
PSHE lessons – RSE, protective behaviours, getting on and falling out
Circle time
Staff listening to and helping students to overcome difficulties that may arise.
Topic work focusing on the emergency services. / Individual learning plans. Individual teaching plans Individual reward systems Circle time activities RSE activities Access to the environment / Individual learning plans differentiate awareness of right and wrong
Constant class reinforcement from staff and peers
activities completed in circle time
discussion of events in the news eg shooting in Tunisia / Use of consistent rules including forest school rules, tool rules, traffic light tool guide, camp fire rules, farm rules,
Following right way to handle the animals.
Use of and knowledge of emergency procedures ie for safety and fire safety.
We understand and respect the roles of people who help us / Targets from Understanding of the World- People and Communities
Children take on jobs in the classroom. Visits to school health room.
Learning about people who help us with in school- dinner staff, office staff, physio, SLT. / Understanding the roles of people who help us through weekly PHSE lessons with ‘keeping safe’ themes
Classroom jobs rota / Classroom rota of jobs
Topic work focusing on the emergency services.
Coloured uniforms across the school
PSHE lessons – RSE, protective behaviours, getting on and falling out
Staff listening to and helping students to overcome difficulties that may arise. / Differentiated uniform colours for different staff members-especially Admin and Medical staff. Specialist visitors to assemblies. Access to the local and wider environment. Residential experiences / Most students have a classroom job
Students have other jobs supporting younger students
Reinforcement of polite ways of dealing with others, manners, when visitors come in to school eg on corridors, from Food Bank
Students answering class phone
reinforcement of being able to speak to any adult to get help when it's needed
Lots of these are done in an informal way as normal part of the classroom routine
Safer places scheme in town introduced to make students aware of people who can help them if they are out of school round town and need support, visit by the police to introduce this. / Farm steward roles given extra responsibility including farm steward assemblies and farm trips for stewards.
Large volume of visitors in both outdoor environments to be introduced to and to show around their learning environment.
Liasion and working with professionals such as master gardener, vet and sheep shearer.
Role play friendship café, hospital and emergency rescue first aid in role play with outdoor adventurous activity.
High visibility vests to engage as a worker ie when “litter picking”
We understand the consequences of our actions / ILP targets – learning yes and no boundaries, saying sorry
ILP’s having strategies for positive behaviours
Children attend Nurture group
Children attend music therapy sessions
Expressive Arts- expressing self through movement and music
Early ICT switch skills / Bespoke behaviour plans on their ILP
Nurture provision
Play therapy
Music therapy / Bespoke behaviour plans on their ILP
Nurture provision
Play therapy
Music therapy
Embedded reward systems in each class
PSHE lessons – RSE, protective behaviours, getting on and falling out
Staff listening to and helping students to overcome difficulties that may arise. / Individual Learning plans. Access to the wider environment to understand the wider world. Access to therapies. Residential experiences. Individual timetables. Educational visits / Destinations students have used the Nest and accessed Music Therapy this year
If we don't do class jobs properly we have to miss break time to do them properly.
Students have learned from direct instruction and reinforcement that there are times you need to do things and if you don’t other things won't happen.
Discussions around getting things right particularly at lunch time, If you hurt someone or you take something that doesn’t belong to you you might end up in prison. / Being exposed to handling dangerous tools, Kelly kettles ,activities and camp fire cooking, how to carry sticks etc enable pupils to develop decision making and responsibility and being responsible for safety of others..
Ability to engage in animal care results in awareness of a healthy life processes for animals and interpretation of animal behaviours.
We listen to and respect other people’s opinions and values / Circle time- encouragement to listen and wait turn
Talk about weekend/holidays and special events to children
Encourage social interaction with communication book and boards
Choosing friends using switches / Twice daily rewards for understanding right from wrong and understanding the consequences for our actions. Rewards are given for good citizenship, and treating others with respect
Speaking and listening are integral to all that we do. / Embedded reward systems in each class
PSHE lessons – RSE, protective behaviours, getting on and falling out
Staff listening to and helping students to overcome difficulties that may arise.
Showcasing work with parents
Lunchtime clubs
Trips and residential
Circle time
School council reps
Weekly SULP assemblies / RSE activities Circle time activities Culture week activities Educational visits / OCN units Rights and Responsibilities,(most OCN units involve some discussion, group work activities that mean the students have to take part, listen to others and understand they are not always right or can't always do things their way)
Peer lead discussions in class time
playing games
Feedback and questions answered for school council
circle times in class
social times during "Cook your own lunch" / Learning to use and live in countryside responsibly.
Opportunites to be exposed to life cycles ie guinea pig and baby bird deaths linked to funeral procedures being role played, and nurturing roles such as observing birds in nests, looking after seeds growing etc
Frequent opportunites to be making choices
Negotiation about essential jobs to be done on farm and with camp fire cooking.