including ‘British values’
Surviving and thriving as an NQT
April 2015
SMSC and British Values
What is SMSC
What are ‘British Values’?
How are these inspected?
How can we include SMSC and evidence it?
1. What is SMSC
Spiritual development
• ability to reflect about their own beliefs… and
respect for others’ beliefs and values
• enjoyment and fascination in learning
• use of imagination and creativity
• willingness to reflect on their experiences.
Moral development
• Understand right and wrong; respect the civil
and criminal law of England
• Understanding consequences of behaviour
and actions
• reasoned views about moral and ethical
issues, and being able to understand and
appreciate the viewpoints of others on these
Social development
• Using social skills with pupils from diverse
• Participation, cooperation, resolution of conflict
• Acceptance and engagement with the fundamental
British values of democracy, the rule of law,
individual liberty and mutual respect and tolerance
of those with different faiths and beliefs; the pupils
develop and demonstrate skills and attitudes that
will allow them to participate fully in and contribute
positively to life in modern Britain.
Cultural development
• appreciation of own heritage and that of others
• understanding and appreciation of the range of
different cultures within school and further afield as
an essential element of their preparation for life in
modern Britain
• knowledge of Britain's democratic parliamentary
system and its central role in shaping our history and
values, and in continuing to develop Britain
• Improving understanding, tolerance and respect
towards diverse faiths and cultures
2. What are
‘British’ Values?
What’s new?
Duty on schools to promote ‘fundamental
British values’, underlined in Ofsted inspections
New Counter Terrorism Act imposes a statutory
duty on schools to prevent young people being
radicalised. Guidance out later.
Defining ‘British values’?
Democratic values that we accept, maintain and
promote in our country and communities
According to Ofsted and the government….
Acceptance of and engagement with:
1. Democracy;
2. Rule of law;
What is
3. Individual liberty;
4. Mutual respect;
5. Tolerance of different faiths and beliefs.
Democracy includes these features:
• Free and fair elections
• Authority is subject to the law
• Respect for minorities
• Free speech and press
• Fair and transparent justice
• Equality of power
Also includes:
• Rule of law
• Individual liberty
• Mutual respect
• Tolerance of different faiths and beliefs (and
other minorities)
What do schools need to do?
• Ofsted handbook
• Government guidance
• Prevent strategy
Ofsted Inspection Handbook 2014
Changes to SMSC definitions
Changes to judgment descriptors
Inclusion of ‘British values’
Emphasis on tolerance, diversity
Resilience to extremism
Ofsted reports
• Leaders are also taking creative ways to promote tolerance. For example,
the school is part of a pilot project to work with pupils in Year 2 and Year 6
to find ways to combat the risk of radicalisation or extremist views within
the wider community.
• Pupils confidently talk about a wide range of issues including …. the
importance of tolerance, giving and caring. They value the varied trips,
visitors and visits offered through their school life and are being well
prepared for life in modern Britain.
• Spiritual, moral, social and cultural aspects of learning are supported well
across the whole curriculum, including British values. For example, there is
strong support for students to actually participate in a truly democratic
process of student elections.
• Over the last year, members of staff have recognised the signs of
radicalisation and sexual exploitation, and effective steps to ensure
appropriate actions to protect students have been taken.
Source: Ofsted reports in YH region Sep-Oct 2014 (secondary in red)
Ofsted reports
• Pupils ….know that bullying can take many forms and say that it is rare in
school because staff sort it quickly. They know that it is wrong to call
people names, like ‘gay’ for example, because, ’it is unkind and if you do
there are consequences’.
• Pupils have an excellent understanding of the different forms that bullying
can take, including dangers surrounding the internet. They know how to
deal with any risky situations and how to keep themselves safe
• Students have a well developed understanding of equalities.
Consequently, racist or homophobic incidents are extremely rare.
• Religious education, citizenship and personal, social and health education
actively promote understanding of different faiths, cultures and sexual
orientation. As a result students spoke articulately to inspectors on these
Source: Ofsted reports in YH region Sep-Oct 2014 (secondary in red)
Guidance to schools Nov 2014
As part of SMSC development, schools should actively
promote fundamental British values, through:
• Meeting requirements for collective worship
• Establishing school ethos supported by effective
relationships throughout the school
• Relevant activities beyond the classroom
• Encouragement to regard people of all faiths, races
and cultures with respect and tolerance.
Guidance to schools Nov 2014
Other points
• Pupils should understand that all people living in
England are subject to its law.
• The school’s ethos and teaching, communicated to
parents, should support the rule of English civil and
criminal law
• If schools teach about religious law, particular care
should be taken to explore the relationship between
state and religious law.
Guidance to schools Nov 2014
Through SMSC, schools should enable pupils to:
• develop self-knowledge, esteem & confidence;
• distinguish right from wrong and respect the law;
• accept responsibility, show initiative, contribute positively
• acquire knowledge and respect for public institutions
• further tolerance and respect for own & other cultures;
• encourage respect for democracy
Expected understanding
Guidance to schools Nov 2014
• citizens can influence democratic process;
• the rule of law protects individual citizens;
• separation of powers - executive & judiciary;
• freedom of religion and belief protected in law;
• different faiths should be accepted;
• importance of identifying & combatting discrimination.
Possible Actions
Guidance to schools Nov 2014
• Teaching on democracy, and how it works in UK;
• Ensuring all pupils have a voice, eg school council;
• Using opportunities to hold mock elections;
• Helping pupils understand a range of faiths;
• Using extra-curricular activity, including any run
directly by pupils
Prevent Strategy
Counter terrorism strategy (CONTEST) has four
Pursue – stop terrorist attacks
Prepare – ready for response to attack
Protect – strengthen national protection
Prevent – aims to stop people becoming terrorists or
supporting terrorism in the first place
Prevent Strategy
There are three elements to the ‘Prevent’ strategy:
Individuals – support and advice to vulnerable
individuals, safeguarding them from involvement
Ideologies – challenge ideologies behind terrorism
Institutions – work with schools, colleges, etc to
address risk of radicalisation and violent extremism
Violent extremism
May include:
• Extreme right or left wing groups
• Islamist extremism
• Others mentioned include: splinter groups of Irish
nationalists, animal rights and environmental groups
Safeguarding: Prevent
New Counter Terrorism Act
‘Frontline staff should understand Prevent, be able to
recognise vulnerabilities to radicalisation and know
where to go to seek further help’ Home Off, Dec 2014
Ofsted will start to inspect Leadership and
Management of preventing violent extremism
and radicalisation.
3. How can British democratic
values be integrated into
• Whole school ethos
• Policies and practices in school and classes
• Curriculum
Inspection questions
• What do British values mean to you and to
your school?
• How do you actively promote British values?
What can we do to promote?
Rule of
Tolerance of
faiths and
Checklist: Curriculum
• Is it broad and balanced? Is there any
narrowing eg in music or SRE?
• Where does it include:
understanding of democracy;
legal system and principles;
tolerance, equality and diversity.
• Are teachers skilled in handling open
questions and facilitating debate?
Checklist: RE and assemblies
• Do you teach RE according to the syllabus?
Requirements now in Ofsted handbook.
• Does your RE programme help pupils
understand diverse beliefs? Units of work
• Do you have a ‘rounded’ programme of
assemblies that promotes understanding?
Checklist: Mission
• Could you answer the question, ‘how do you
promote FBVs?’
• Do you have a mission statement or core
values that reflect or include these values?
• Do staff and pupils know what ‘British’ values
are and what your mission statement says?
Can they tell you how it makes a difference?
• Is your website up to date and does it reflect
your core mission?
Checklist: Diversity and tolerance
• Is tolerance and diversity promoted in school?
• Do your policies reflect this? Do they include
reference to all relevant protected
• Have staff been trained in awareness? (e.g
free training on homophobia and transphobia)
• Do you offer opportunities for pupils to
understand each other and different cultures?
Some projects and ideas
Rights Respecting Schools:
School Linking;
Anne Frank Trust:
Stonewall Education Champions:
Interfaith Schools:
UK Parliament
Global Dimension
Lessons from Auschwitz
How do I
plan for
What can we do:
-in class?
- as part of whole school team?
- as tutor?
- Where do British values fit
Some they prepared earlier…
Visiting places of worship
Use of artefacts
Friendship bracelets
Quiet places – reflective garden, cosy corners
Quiet time – art, poetry
Music, development of singing
Collective worship
Circle time
Philosophy, debate, circle time
Celebrating achievements
Talking about learning, reviewing, reflecting – including on behaviour,
Letting children lead - questions
Schemes of work
Core values
School rules and discipline
Anti-bullying policy, restorative justice, behaviour policy
Displays, messages
Playleaders, buddies, befrienders
Corridor culture
Charity work
Collective worship
Class discussion – pupils’ awareness of school expectations
Professional staff – role models
Praise, reward culture
Circle time
Opportunity to discuss moral values
Investors in Pupils
Links with other schools
Sports links eg Hudds Town, Giants
Trips out, Visits to places of worship,
Parent workshops
Governors, PTA, Local Friends groups, Visitors
School plays
Charity work, coffee mornings, Community events
Vertical groups
Extra-curricular activities eg DofE
Observations of interactions
Playing and working well together
Peer support
Transition at all stages
Cooperative learning strategies
Extra-curricular – after school clubs etc
Different teachers going in different classes
Celebrating religious festivals
Musicians, artists – African drummers, Afro-Caribbean carnival
Local music eg brass band
Speaking each others’ languages
Images around school
Different languages in notices
Running community events
Participating in community events
Parental involvement
Knowledge of local community and its culture
East meets West, events and fashion shows
Cooking, food
Opportunities to share experiences from home
School trips abroad
Range of texts, artefacts, literature
Sponsor a child, Send a Child to School
Assembly/collective worship
including ‘British values’
Surviving and thriving as an NQT
April 2015