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Gifford Primary School

Be Strong, Be Kind, Be Proud

British Values

British Values Statement


At Gifford Primary School we value the diversity of backgrounds of our pupils, their families and the wider school community. 


The Department for Education states that there is a 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 and mutual respect and tolerance of those with different faiths and beliefs’.


The Department for Education defines British Values as follows:


  • Respect for democracy and support or participation in the democratic process
  • Respect for the basis on which the law is made and applies in England
  • Support for equality of opportunity for all
  • Support and respect for the liberties of all within the law
  • Respect for and tolerance of different faiths and religious and other beliefs


Promotion of British Values is an integral part of the work of the school.  Encouraging children to be good citizens and make a positive contribution to their communities and the wider world is a focus of learning at Gifford.  The school recognises that children’s positive personal development is an essential element in their becoming good citizens: it promotes children’s well-being; supports children in developing a positive self-image and finds many ways to give children agency.


At Gifford Primary School, we actively promote British values in the following ways:



Pupils at Gifford learn what democracy is through planned opportunities to voice their opinions, debating topics of interest and voting for choices in meaningful ways.  These opportunities include: sharing views in subjects across the curriculum; taking part in surveys; presenting and debating and voting.  Examples of these opportunities are pupils voting for members of Gifford Government; pupils working with the school catering company on changes to the lunch menu; Y5 children staging a mock ancient Greek trial with children taking on the roles of defendant or prosecutor.

Children are also given opportunities to discuss and formulate rules for behaviour.

Learning about democracy and the democratic process is embedded within the school’s curriculum, as part of history units on the Gandhi, the suffragettes, the history of Parliament, ancient Greece and World War II, for example.

Assemblies and resources such as Newsround promote knowledge and engagement with current affairs, including governance and elections.


The Rule of Law

The school supports pupils in understanding the Rule of Law through its behaviour policy, which is discussed with all stakeholders.  School rules and expectations are clear, fair and regularly promoted (e.g. in class assemblies).  Pupils with grievances, or those not adhering to the rules are given opportunities to explain themselves and time is taken to listen to all sides in any dispute.  Consequences are discussed with pupils who have behaved inappropriately and have not observed the school rules.


Compliance with the school rules is the subject of continuous discussion and a focus of learning every day.  The school works tirelessly to ensure that rules, rewards and consequences are applied consistently across the school by all members of staff.  Children are given opportunities to reflect on how the framework of school rules keeps them safe and happy.


The school’s curriculum supports pupils in developing understanding of the Rule of Law through study of the process of law-making; application of the law and examples of law-breaking and its consequences.  Learning across the curriculum, particularly within PSHE, as well as visits from members of the police, fire and ambulance services serve to explain the law in action and how laws help to keep citizens safe.


Individual Liberty

Children at Gifford have many opportunities to consider different aspects of their own identity, exploring this through research, reflection, discussion and creative activity.  Children study the history of the diverse communities and the geography of places with which members of the school community have a connection.  They learn about and meet a diverse range of significant individuals.   Children consider issues of discrimination and how these have been overcome.  They are taught to reflect on their own perceptions and behaviour in relation to others.


Pupils are also encouraged to develop as individuals through opportunities to consider likes and dislikes and to make choices.  They are taught that they are free to express their views, but must do so with respect for others, learning to understand that individual liberty sits alongside personal responsibility. Through the academic and wider curriculum, pupils are taught how they can express and communicate their views appropriately and responsibly.


Mutual respect and tolerance of those with different faiths and beliefs

Through the entirety of the school’s curriculum, children are taught about the diversity of religious belief within the local and wider community.  As part of the RE curriculum, the beliefs and practices of all the major faith groups are studied.  There are visits to places of worship within the local area and from representatives of different faith groups.  There are shared celebrations of key events in the religious calendar, such as Eid and Diwali.  The school works to accommodate the needs of members of its different faith communities, including consideration for dietary needs, for example.


Prejudicial or discriminatory behaviour is always challenged.