How we promote British Values at Tabor?

At Tabor we have embedded The Department for Education published guidance on promoting British values in schools and ensure young people leave Tabor School prepared for life in modern Britain. We actively promote:·         The fundamental British values of democracy

  • The rule of law
  • Individual liberty
  • Mutual respect and tolerance of those with different faiths and beliefs.

Examples of the understanding and knowledge students learn include:

  • An understanding of how citizens can influence decision-making through the democratic process
  • An understanding that the freedom to hold other faiths and beliefs is protected in law
  • An acceptance that 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

How we prevent radicalisation & extremism – extracts from our school policies:

Tabor School is fully committed to safeguarding and promoting the welfare of all our students.  We recognise that safeguarding against radicalisation is no different to safeguarding against any other vulnerability.  All staff at Tabor uphold and promote fundamental British Values and must report any concerns.

  • Our SMSC provision is embedded across the curriculum (see school website) and directs our assemblies and underpins our school ethos. It is recognised that children with low aspirations are more vulnerable to radicalisation and therefore we strive to equip our students with confidence, self-belief, respect and tolerance, as well as setting high standards and expectations for themselves
  • Students are regularly taught how to stay safe when using the internet and are encouraged to recognise people who aren’t always who they say they are online. They are always taught to seek adult help if they are upset or concerned about anything they read or see on the internet
  • Trust Behaviour Policy- Tabor staff have a learning focus, build relationships and encourage students to take responsibility. Restorative approaches are encouraged and supported by teachers calmly explaining when students behaviour has failed to meet community expectations of Be in the ‘Right place’, at the ‘Right time’ doing the ‘Right thing’ and an appropriate sanction is put in place

Further reading:

  1. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/380595/SMSC_Guidance_Maintained_Schools.pdf
  2. Tabor School Website SMSC section

Examples of how we promote British Values across the curriculum

We achieve this in three interlinked ways: Through the taught curriculum (day to day lessons)     School structures           Extra-curricular provision
Key Stage Value: democracy Value: the rule of law Value: individual liberty Value: mutual respect and tolerance of those with different faiths and beliefs
ALL

Student Parliament, Leadership Academy, focus groups, student conferences and student questionnaires

Across Tabor students are given the opportunity to agree and disagree on a range of topics

Take turns and share ideas and give peers the opportunity to contribute

Work co-operatively and collaboratively

 

Common Trust behaviour, anti-bullying and Equality policy.

ICT in every year– student study e-safety, e.g. reflecting on how Facebook and Twitter is used across different communities and the law regarding internet usage

School Motto – be at the ‘Right Place, at the ‘Right time’ doing the ‘Right thing’.

Student code of conduct

Student voice is part of lesson school development and is in each department’s Raising Achievement Plan

creativity and listening are learning habits all lessons promote

Assembly programme – weekly themes

Develop an awareness of treating all as equals, accepting people who are different because of  physical and learning difficulties

Experience and observe good role models

Namibia partnership

School shows

3 Public Speaking – Student Council

Drama explore – Add topic

RS – Focus on right and wrong and ethics

Gang and knife crime talks

Textiles – consider the impact of individuals on the environment in terms of ensuring sustainable methods of production

Geography – Individual rights linked to sustainability units including – Olympics and tropical rainforests

Geography –Exploring the idea of multiculturalism

Maths – Population density

PSHE – students focus on discrimination and encourage students to llisten and talk to each other.

Year 7 – Visit form the Gideon’s and local Imam

4

Textiles – debate the causes and consequences of the role technology in society

Year 11 Prom Committee work with their year group to vote on what they would like at the Prom

ICT – Students reflect on the impact of ICT on our culture and how it has affected life in modern Britain

Maths – Students conduct surveys on Moral issues

RS – Rights of the Individual

Drama – topic based issued, including war and conflict including impact of individuals

RS – Moral and Ethical dilemmas

Geography – Asylum, refugees and UK’s immigration policy

PSHE – students focus on individual differences and encourage students to llisten and talk to each other.

Textiles Making a quilted iPad cover based on a cultural design –

  • The design on the cover is based on the student’s cultural background and heritage.