Carleton Endowed CE (VA) Primary School is committed to serving its community. It recognises the multi-cultural, multi faith and ever-changing nature of the United Kingdom.
It also understands the vital role it has in ensuring that groups or individuals within the school are not subjected to intimidation or radicalisation by those wishing to unduly, or illegally, influence them.
It follows equal opportunities guidance which guarantees that there will be no discrimination against any individual or group, regardless of faith, ethnicity, gender, sexuality, political or financial status, or similar. Carleton Endowed CE Primary School is dedicated to preparing students for their life ensuring that it promotes and reinforces British values to all its students.
The Government emphasises that schools are required to ensure the key ‘British Values’ are taught in all UK schools. The government set out its definition of British Values in the 2011 Prevent Strategy.
The five British Values are:
- The Rule of Law
- Individual Liberty
- Mutual Respect
- Tolerance of those of Different Faiths and Beliefs
Our school uses strategies within the National curriculum and beyond to secure such outcomes for students. The examples that follow show some of the many ways in which Carleton School seeks to embed British Values.
The principle of democracy is being reinforced at Carleton Endowed CE Primary School, with a democracy process being used for school council elections within the school community. The principle of democracy is also explored within the curriculum as well as assemblies.
The Rule of Law
The importance of laws, whether they are those that govern the class, the school, or the country, is consistently reinforced at Carleton Endowed CE Primary School.
Students are taught the rules and expectations of the school which are also highlighted by the student code of conduct. Students are taught the value and the reasons behind laws that govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from authorities such as the Police and Fire Service reinforce this message.
At Carleton Endowed CE Primary School, students are actively encouraged to make independent choices, with the knowledge that they are in a safe, secure and supportive environment. Staff at our school educate and provide boundaries for students to make informed choices, through a safe environment and an empowering education.
Students are encouraged to know, understand and exercise their rights and are advised on how to exercise these safely, for example through e-safety. Carleton Endowed CE (VA) Primary School has an Anti-Bullying Policy in place to support this.
Respect is a strong part of Carleton Endowed CE Primary School and is part of its Mission Statement & Values. Students learn that their behaviours have an effect on their own rights and those of others. All members of the school community treat each other with respect and this is reiterated through its teaching and learning environments.
Tolerance of those of Different Faiths and Beliefs
There is also tolerance and respect of those of different faiths and beliefs or no faith at all. This is achieved through equipping students with the ability to understand their place in a culturally diverse society and by giving the opportunities to experience such diversity within the school community. Students are actively encouraged to share their faith and beliefs within the school and celebrate festivities throughout the calendar year. The Religious Studies curriculum provides a broad and balanced education on a range of faiths, religions and cultures. We embrace opportunities to partake in Visits to different places of worship throughout the school years.
Carleton Endowed CE Primary School holds a R.E Quality Gold mark, along with UNICEF Rights Respecting School mark. Our school strives endlessly to ensure that its students leave with the strongest foundation of Christian values alongside British values upon which to build a successful life and a successful contribution to our Society.
Reviewed spring 2019
To be reviewed spring 2021