British Values
British values statement
We are committed to serving our community and recognise the multi-cultural, multi-faith and ever-changing nature of the United Kingdom. We also understand the vital role the academy plays in ensuring that groups or individuals within the academy are not subjected to intimidation or radicalisation by those wishing to unduly, or illegally, influence them.
We follow equality guidance which endeavours to ensure there will be no discrimination against any individual or group, regardless of faith, ethnicity, gender, sexuality, political or financial status, or similar. We are dedicated to preparing students for their adult life beyond the formal, examined curriculum and ensuring that it promotes and reinforces British values to all our students.
The five key British values are:
- Democracy
- The rule of law
- Individual liberty
- Mutual respect
- Tolerance of those of different faiths and beliefs
The academy uses strategies within the national curriculum and beyond to secure such outcomes for students. The examples that follow show some of the many ways we seek to instill British values.
* As identified by the government in the 2011 Prevent Strategy.
| Democracy |
| All students are given opportunities to develop and demonstrate their understanding of democracy through a range of activities and structures within the school. These include: An active Student Council that operates according to democratic principles. A huge variety of roles and responsibilities that students can take on within the school community. A curriculum that supports pupils’ understanding of British life and prepares them for participating in modern British society. Extra‑curricular activities that encourage involvement in democratic processes. The election and involvement of Local Authority Youth Parliament representatives. |
| The rule of law |
| All students are given the opportunity to develop and demonstrate their knowledge and understanding of the rule of law through a range of practices and provisions within the school, including: A clear Behaviour for Learning policy that outlines expectations and a consistent code of conduct for all pupils. A strong anti‑bullying culture supported by a comprehensive Behaviour for Learning policy and anti‑bullying charter. A well‑structured system of rewards, recognition, and sanctions. A PSHE curriculum that emphasises the rule of law and respect for others. The use of restorative approaches to help resolve conflict and encourage reflection. Effective partnerships with West Midlands Police and other relevant authorities. |
| Individual liberty |
| All students are given opportunities to develop and demonstrate their knowledge and understanding of individual liberty through a range of supportive structures and experiences within the school, including: A clear Behaviour for Learning policy that outlines expectations and provides a consistent code of conduct for all pupils. An outstanding system of pastoral care, guidance, and support. A strong anti‑bullying culture supported by a comprehensive Behaviour for Learning policy. Participation in a wide variety of school and community charitable events, as well as opportunities for volunteering. Opportunities for students to take on key roles and responsibilities, such as Student Council Members. A school environment in which students are actively encouraged to make choices, knowing they are safe and supported. A PSHE and Careers curriculum that provides essential knowledge and boundaries to help students make informed and safe decisions, including those related to e‑safety and extremism. A wide range of curricular clubs and enrichment opportunities that allow students the freedom to make choices about their interests and participation. |
| Mutual respect |
| All students have opportunities to develop and demonstrate their knowledge and understanding of mutual respect through a wide range of school practices and curriculum experiences, including: A clear Behaviour for Learning policy, which sets out expectations and a consistent code of conduct for all students. A strong system of pastoral care, guidance, and support. A teaching and learning environment built upon mutual respect and positive relationships. A robust anti‑bullying culture supported by a comprehensive Behaviour for Learning policy. A well‑structured system of rewards, recognition, and sanctions. A curriculum that enables pupils to express their views in a safe and supportive environment, where everyone’s thoughts and contributions are respected. A PSHE, Careers, and Citizenship curriculum that promotes respect for oneself and others, including through Sex and Relationship Education. Values‑based assemblies. Student leaders who model and encourage mutual respect throughout the school community. Celebration of different beliefs, cultures, and faiths, promoting understanding and acceptance among students. |
| Tolerance of those of different faiths and beliefs |
| Students develop and demonstrate their understanding of tolerance through: Spiritual development supported by a comprehensive PSHE and Citizenship curriculum, along with values‑based assemblies. Opportunities to share their own faiths and beliefs and to celebrate cultural and religious festivals throughout the year. A broad and balanced Religious Education curriculum covering a wide range of faiths, religions, and cultures. Exposure to a diversity of cultures through curriculum themes, assemblies, and an annual cultural day. Sporting and House competitions that promote fair play and team spirit. Partnerships with local and national organisations, including other schools and community groups. |
