British Values


Promoting British Values.

In 2015 the DFE reinforced 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 and mutual respect and tolerance of those of with different faiths and beliefs.” The government set out its definition of British values in the 2011 Prevent Strategy, and these values have been reiterated by the Prime Minister.

Our Strategies

Slimbridge Primary School serves a community of mostly white Christians and we recognises the need to develop awareness, tolerance and respect for the many different faiths and cultures in the wider community. It also understands the vital role it has in the identifying and preventing intimidation in any form. Encouraging children to think as individuals and make ‘good choices’.

The British values are identified and addressed in multiple ways (see SMSC page and policy)


As part of our PHSE curriculum all classes will decide on a Class Charter, looking at their rights and responsibilities, alongside this the children will discuss the UNICEF Rights of the child. Through assemblies, Circle Time and the School Council the children will have a chance for their voice to be heard. The School Council is an elected role and they represent they children in their class, they meet regularly to discuss a range of topics and issues to ensure we remain a safe and positive community for all.

What we do:

  • Promote an understanding of public institutions and services (Trip to the Houses of Parliament). Compare the advantages and disadvantages of democracy. (PHSE, Geography)
  • Actively involve children to influence decision making through the democratic process. Class votes, model elections, open discussions. (History)
  • Hold debates in Philosophy for Schools. Encourage challenge and defence of ideas, but also encourage children to reconcile by ‘agreeing to disagree’. (P4C)

Rule of Law

As an organisation we have rules and expectations that are clear and regularly discussed. Our Class and playground Charters are visual prompts. We emphasise the need to make the right choice to keep themselves and others safe.

What we do:

  • Help children make the right choices for themselves and others (OPAL)
  • Help the children understand how their behaviour impacts on others (History, Geography, OPAL)
  • Discuss how to keep themselves safe, including e safety (Computing)
  • Have regular visits from the police and local community members. Participate in the Stroud Mock trial competition.
  • Discuss aspects of both civil and criminal law and how this can be different from some religious laws (RE)
  • Develop techniques to resolve conflict (OPAL, P4C)


The school recognises the importance of developing children’s self-esteem and self-confidence, without these the children will struggle to learn and develop into well rounded individuals. We will discuss how our community values and promotes freedom of speech and how their lives are free from war and conflict and compare this to different times and cultures.

What we do:

  • Discuss making the right choice for themselves and others (history, P4C)
  • Encourage children to take responsibility for their behaviour
  • Model freedom of speech, promoting critical analysis of evidence (P4C)
  • Challenge stereotypes (Languages, Geography)
  • Implement an Anti-bullying culture (PHSE)
  • Follow the UNICEF rights agenda

Mutual respect and Tolerance

Slimbridge School is not part of a culturally diverse community and the children have little experience of different cultures and religions. As a school we feel this is an area of need for our children – how can you develop an awareness of something you have no experience of. As a school it is our responsibility to give the children as many opportunities of different cultures, communities, language and faith as possible.

What we do:

  • Promote a respect for individual differences. Acceptance and care for the vulnerable in the school and wider community.
  • Help children acquire an understanding of and respect for, their own and other cultures and ways of life. (Geography, RE, languages, trips and visits)
  • Challenge prejudicial and discriminatory behaviour (History)
  • Organise visits to places of worship and different communities (RE, Geography)
  • Develop personal critical thinking (P4C)
  • Discuss differences between people, such as differences in faith, ethnicity, disability, gender or sexuality and differences in family situations, such as children in care or young carers.