Promoting Fundamental British values at Kings Norton Primary School.

Schools should promote the fundamental British values of:

the rule of law,
individual liberty,
mutual respect and tolerance of those with different faiths and beliefs.

This is part of the governments Prevent strategy published in 2011.


Actively promoting the values at Kings Norton means challenging opinions or behaviours in our school and community that are contrary to fundamental British values.

Attempts to promote systems that undermine fundamental British values would be completely at odds with school’s duty to provide quality SMSC.

The Teachers’ Standards expect teachers to uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school. This includes not undermining fundamental British values. The government’s guidance is that through our provision of SMSC and the wider curriculum, we should:

•  Enable our children to develop their self-knowledge, self-esteem and self-confidence;

•  To distinguish right from wrong and to respect the civil and criminal law of England;

•  To accept responsibility for their behaviour, show initiative, and to understand how they can contribute positively to the lives of those living and working in the locality of the school and to society more widely;

•  Enable them to acquire a broad general knowledge of and respect for public institutions and services in England;

•  Further tolerance and harmony between different cultural traditions by enabling them to acquire an appreciation of and respect for their own and other cultures;

•  Encourage respect for other people; and

•  Encourage respect for democracy and support for participation in the democratic processes, including respect for the basis on which the law is made and applied in England.

The list below describes the understanding and knowledge expected of pupils as a result of schools promoting fundamental British values.

•  An understanding of how citizens can influence decision-making through the democratic process;

•  An appreciation that living under the rule of law protects individual citizens and is essential for their wellbeing and safety;

•  An understanding that there is a separation of power between the executive and the judiciary, and that while some public bodies such as the police and the army can be held to account through Parliament, others such as the courts maintain independence;

•  An understanding that the freedom to choose and hold other faiths and beliefs is protected in law;

•  An acceptance that other people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of prejudicial or discriminatory behaviour; and

•  An understanding of the importance of identifying and combatting discrimination.

It is not necessary for schools or individuals to ‘promote’ teachings, beliefs or opinions that conflict with their own, but nor is it acceptable for schools to promote discrimination against people or groups on the basis of their belief, opinion or background.

Through our curriculum and other opportunities we will aim to:

•  include as appropriate for the age of pupils, material on the strengths, advantages and disadvantages of democracy, and how democracy and the law works in Britain, in contrast to other forms of government in other countries;

•  ensure that all pupils within our school have a voice that is listened to, and demonstrate how democracy works by actively promoting democratic processes such as our school council whose members are voted for by the pupils;

•  use opportunities such as general or local elections to hold mock elections to promote fundamental British values and provide pupils with the opportunity to learn how to argue and defend points of view;

•  use teaching resources from a wide variety of sources to help pupils understand a range of faiths, and

•  use extra-curricular activities and opportunities, including any run directly by pupils, in promoting fundamental British values.