Headteacher: Mrs K Peters (Designated Safeguarding Lead)
Head of School: Mrs L Wright
Family Support Worker: Mrs A Findler
SENCo: Mrs S Mills
School Business Manager: Mrs E Searl
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What is ‘Britishness’?
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As of September 2014, the DfE requires All maintained schools must meet the requirements set out in section 78 of the Education Act 2002 and promote the spiritual, moral, social and cultural (SMSC) development of their pupils. Through ensuring pupils’ SMSC development, schools can also demonstrate they are actively promoting fundamental British values.
Meeting requirements for collective worship, establishing a strong school ethos supported by effective relationships throughout the school, and providing relevant activities beyond the classroom are all ways of ensuring pupils’ SMSC development.
Pupils must be encouraged to regard people of all faiths, races and cultures with respect and tolerance.
It is expected that pupils should understand that while different people may hold different views about what is ‘right’ and ‘wrong’, all people living in England are subject to its law. The school’s ethos and teaching, which schools should make parents aware of, should support the rule of English civil and criminal law and schools should not teach anything that undermines it. If schools teach about religious law, particular care should be taken to explore the relationship between state and religious law. Pupils should be made aware of the difference between the law of the land and religious law.
What is ‘Britishness’?
Fundamental British values are defined by the DfE as:
(a) Democracy: Respect for democracy and support for participation in the democratic process
(b) The rule of law: Respect for the basis on which the law is made and applies in England
(c) Individual liberty: Support and respect for the liberties of all within the law
(d) Mutual respect and tolerance: Support for equality of opportunity for all and respect and tolerance of different faiths and religious and other beliefs
How do we actively promote British Values at Moorpark Junior School?
(a) Provide pupils with a broad general knowledge of and promote respect for public institutions and services through lessons, Assemblies, speaker events and curriculum programmes: PSHE/ SRE/ RE
(b) Use the Student Council to teach pupils how they can influence decision making through democratic process
(c) Include information about the advantages and disadvantages of democracy and how it works in Britain and abroad through the PSHE, History, Geography, RE and English Curriculum.
(d) Encourage students to be aware of injustice, perceived or real and think about ways in which this can be challenged through school processes or in the wider world, Charity Fundraising initiatives and awareness raising campaigns.
(e) Use Assemblies to explore themes relating to democracy in this country and around the worl
Rule of Law
(f) Ensure school rules and expectations are transparent, clear and fair, available for all to consult and that they are used consistently across the different areas and age groups within the school.
(g) Help pupils to distinguish right from wrong through discussion and modelling positive behaviour
(h) Police visits are used to build links between and understanding of the local constabulary and their work to support the local community. The school participates in Junior police cadets initiative led by the local PCSOs. Visits from authorities such as the Police and Fire Service are regular parts of our calendar to reinforce the message.
(i) Help pupils to understand that the law and living under the rule of law is intended to protect individuals. Use opportunities in lessons to review understanding of the rule of law and its effects upon individuals and groups.
(j) Help pupils to understand that the law is to be respected through upholding and adhering to it as a community and to our own school rules.
Mutual Respect and Tolerance
(q) Promote respect for individual differences
(r) Use Curricular and extracurricular opportunities to expose pupils to British and other cultures, their ways of life and faiths, encourage and support pupils in growing their understanding and appreciation of these.
(s) Use assemblies and visits to places of worship as a vehicle to embrace and accept different ways of worship and different perspectives on faith.
(t) Use curricular opportunities: PHSE, RE and English debating to encourage critical thinking and deeper understanding of difference and beliefs.
(u) Discuss differences between people: ethnicity, gender, faith, disability, sexuality and family situations such as young carers or looked after children ensuring that pupils can understand these different elements within British society.
(v) Define roles within the school for children that promote respect for example reading buddies, lead learners, peer mediators, play leaders.
The New Guild Trust believes in the sum of its parts to be greater than its equal through trust, collaboration and high expectations to ensure the best education and employment for all children and adults alike.