SMSC & British Values

How we promote British Values

“The school’s work to promote pupils’ personal development and welfare is outstanding”

“The school’s ethos promotes understanding and tolerance of difference extremely well.”

OFSTED May 2019

As of 2014, Schools have to promote British Values within their everyday practice. British Values fundamentally underpin the school’s ethos as British Values are a part of everyday learning at Girnhill.

You will observe the following in our Setting:

• Opportunities in which children can develop self-confidence and self-awareness.
• Children who are developing a positive sense of themselves by being encouraged to be confident in their own abilities.
• Children who make choices and decisions about what they want to explore and how they are going to use the resources accessible to them.
• Children who are learning to take turns, share, collaborate, make decisions together, negotiate and set their own rules.
• Children who are given time to talk about their experiences and adults who listen sensitively.
• Children who behave within the agreed boundaries.
• Children who are given the time and space to explore the language of feelings.
• Children who are able to take and manage their own risks, in a supportive and safe environment.The
• Children who are taught and supported in learning how to be part of a group.
• Practitioners who are role models who promote and demonstrate tolerance, understanding and respect.
• Practitioners who value and listen to all children’s views, demonstrating the importance of listening to and respecting others.
• Practitioners who value and respond to the questions asked by children and encourage an enquiring mind through both the environment and teaching activities.
• Practitioners who set and maintain clear rules and boundaries within the setting which are explained and reinforced.
• Practitioners who use praise to celebrate achievements.
• Practitioners who support children to manage their own feelings and children who are allowed to express their feelings in a safe environment.
• Practitioners who provide opportunities for children to learn about, explore and reflect on differences between themselves and others.
• Practitioners who are role models who promote and demonstrate tolerance, understanding and respect.
• Practitioners who provide children with the opportunities to identify and understand patterns and relationships and make connections.