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Our school values
At Milstead & Frinsted CE School we aim to create a happy, secure and Christian learning environment for all members of our school community. We believe that our Christian identity plays an important role in upholding British Values within our school community. As our school is built on the values of the Christian faith, British Values’ are an intrinsic part of our ethos and school culture.
The Government defines British Values as:
- The rule of law
- Individual liberty
- Mutual respect
- Tolerance for those of different faiths and beliefs.
At Milstead and Frinsted C of E Primary we promote 12 key Christian Values. We learn about one of these each term and develop our knowledge and understanding of these through assembly, collective worship, Bible stories and examples in everyday life. We encourage all Christian Values in everything we do in school. Our school Christian Values including cooperation, respect and trust underpin British values and they are reinforced regularly through the relationships, language and attitudes in school as well as through practical opportunities.
At Milstead and Frinsted C of E Primary, British Values are promoted in so much of what we do - during our daily acts of Collective Worship, through the teaching of Personal, Social, Health and Emotional (PSHE), Philosophy and Religious Education (RE) and through the delivery of a broad and balance curriculum. We value and celebrate the heritages of everybody at our school. Alongside this, we value and celebrate being part of Britain. In general terms, this means that we celebrate traditions, such as customs in the course of the year; for example, Harvest festival during the Autumn term. We also value and celebrate national events, such as World Book day, Comic Relief, Children in Need, Jubilee celebrations, Olympics and so on.
At Milstead and Frinsted C of E Primary School, British values are reinforced regularly and in the following ways:
Democracy is important at our school. Pupils have the opportunity to have their voices heard through our active School Council and through annual pupil questionnaires. The elections of School Council Members and House Captains are based solely on pupil votes. School council members are involved in the recruitment process for new teachers. In 2015 we used the results of the pupil questionnaire to elect school pupil change ministers to specifically address areas identified in the survey.
The Rule of Law:
The importance of laws and rules, whether they are those that govern the class, the school or the country, are consistently reinforced every day. Children are involved in drawing up individual class rule each year and our school traffic light system for behavior is aligned to an agreed set of rules. If children are given warnings they are helped to identify which aspect of the code they have broken to ensure that this connection is made and understood. They are also given an opportunity to reflect upon their behaviour and are always encouraged to make amends through restorative justice. Head teacher’s certificates, house points and raffle tickets are designed to reward children for exemplary behaviour and living their life by the chosen set of rules. Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from authorities such as the police, fire service, lifeguards etc. are regular parts of our calendar and help reinforce this message.
Pupils are actively encouraged to make choices at our school, knowing that they are in a safe and supportive environment. As a school we provide boundaries for our children to make choices safely, through the provision of a safe environment and planned curriculum. 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, PSHE, philosophy and RE lessons. Pupils are given the freedom to make choices, e.g. signing up for extra-curricular clubs, choose the level of challenge in some lessons and are becoming increasingly more involved in child–led learning, e.g. planning and delivering child led assemblies.
Part of our school ethos and behaviour policy are based around core Christian values such as ‘respect’ and ‘co-operation’ and these values determine how we live as a school community. Collective worship is based on Christian Values and is central to how we expect everyone to go about their daily life at our school. Children and adults alike, including visitors, are rewarded for displayed positive values and behaviours and are challenged if not. Displays around the school promote respect for others and this is reiterated through our class rules, daily prayers and our behaviour policy.
Tolerance of Those of Different Faiths and Beliefs:
Whilst we are a Christian School, we offer a culturally rich and diverse curriculum in which major religions are studied and respected. We believe that tolerance is gained through knowledge and understanding. We are proud to promote and celebrate different backgrounds and beliefs and mutual respect is at the heart of our ethos. Our children are taught that it is imperative and expected that respect is shown to everyone, whatever differences we may have, and to everything, whether it is a school resource or a religious belief. Children learn that their behaviour choices have an effect on their own rights and those of others. We aim to enhance pupils’ understanding of their place in a culturally diverse society by giving them opportunities to experience such diversity in our local community. Discussions involving prejudices and prejudice-based bullying are supported by learning in RE and PSHE. Other lessons where we might develop awareness and appreciation of other cultures are in English through fiction and in art by considering culture from other parts of the world. During themed weeks, we may celebrate and enjoy learning about the differences in countries and cultures around the word and at other times we might consider groups or individuals who might be vulnerable in some way, such as those with mental health issues.
If you would like to read more about the reasoning behind the recent focus by the Government/Ofsted on British values please see the link below: