The Government set out their definition of British Values in the 2011 Prevent Strategy. The Department for Education have 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 with different faiths and beliefs'.

At Co-op Academy Glebe we value the diversity of backgrounds of all pupils, families and wider school community.

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.

At Glebe, we actively promote British Values in the following ways:

 

Democracy

• All children are encouraged to debate topics of interest, express their views and make a meaningful contribution to the running of the school on matters that directly involve pupils. Children also have the opportunity to have their voices heard through pupil questionnaires, junior leadership meetings and Pupil Voice sessions.
• We have an active Pupil Council made up of a senior committee who are voted for by the children in class held elections.  Furthermore, our senior committee on the school council are voted for in a whole school election, whereby they write their own speeches, posters and take part in a campaign to be voted chair and vice chair. 
• The principle of democracy is explored in the curriculum as well as during assemblies and special days.
• Our Behaviour policy involves rewards which the pupils have discussed and created.

Rule of Law

• School values, rules and expectations are clear, fair and regularly promoted. Our behavior systems are robust and all children are aware of them and the reasoning behind them.
• Pupils are always supported to distinguish right from wrong, in the classroom, during assemblies and on the playground.
• Pupils are encouraged to respect the law understanding that it used to protect us and keep us safe.
• Our Behaviour and Anti-Bullying policies set out clear expectations in terms of our code of conduct; this includes both children and staff.

Individual Liberty

• Within school, pupils are actively encouraged, and given the freedom to make choices, knowing that they are in a safe and supportive environment
• Pupils are supported to develop their self-knowledge, self-esteem and self-confidence.
• Pupils are encouraged to take responsibility for their behaviour and we reinforce the importance of making the right choices.
• Pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely, for example through our e-safety teaching and Personal, Social and Health Education (PSHE) lessons.
• Vulnerable pupils are protected and stereotypes challenged through our curriculum (including our Careers Related Learning programme). A strong anti-bullying culture is embedded in the school and any form of bullying is challenged and addressed. The school also operates a robust system of logging incidents.
• Pupils have key roles and responsibilities in school e.g. Council Members and junior leadership teams.

Mutual Respect and Tolerance of Those with Different Faiths and Beliefs

• Showing respect to all is fundamental and an integral part of our code of conduct at Glebe The pupils know and understand that it is expected that respect is shown to everyone; adults and children.
• Pupils are helped to acquire an understanding of, and respect for, their own and other cultures and ways of life.  
• Staff and pupils are encouraged to challenge prejudicial or discriminatory behaviour.
• Links and visits are promoted with local faith communities and places of worship.
• Through the PSHE and RE curriculums pupils are encouraged to discuss and respect differences between people, such as differences of faith, ethnicity, disability and differences of family situations.
• Whole school assemblies and discussions involving prejudices and prejudiced-based bullying have been followed and supported by learning in Religious Education (RE) and PSHE.
• We offer a rich and diverse curriculum, enriched with other culturally diverse opportunities (such as the study of Black History Month).