Promoting British Values at Eaton Primary School


In 2011, the government defined British Values as democracy, the rule of law, individual liberty, mutual respect and tolerance of different faiths and beliefs.  In 2014, guidance was released as to promoting British Values in order to promote the spiritual, moral, cultural, mental and physical development of pupils at the school and of society. We promote these values through our own school values, curriculum and enrichment activities.



Childhood is a precious time during which each child is encouraged to grow and develop healthily and happily, in a safe environment.



We aim for all children, parents and staff to be proud of and enjoy our school because:

  • We foster respect and understanding for others, the school environment and the world we live in.
  • We inspire enthusiasm for life-long learning through a broad and balanced curriculum.
  • We provide a healthy, physical, and emotionally safe environment.
  • We celebrate achievements and successes.
  • We encourage partnerships between school and the wider community.



Children staff and parents work actively in partnership to enable all children to realise their full potential.

We aim for us all, as learners, to:

  • feel safe and valued as part of a caring community that celebrates success.
  • be independent thinkers / learners who are able to seek solutions creatively
  • inspire an ‘enquiring’ mind and ask questions.
  • be confident enough to take risks in our learning.
  • experience and actively participate in a relevant, enjoyable curriculum.
  • allow the curriculum evolve to meet the needs of all.
  • be able to listen and articulate responses showing consideration to others.
  • be polite and courteous.
  • be proactive in our responsibilities towards the community.
  • study society, the environment and economy, linking ‘real life’ with our learning.
  • understand and respect diversity.
  • be aware of and recognise our own learning needs and plan our future steps.
  • develop a sense of self-esteem: be well balanced and healthy individuals.


The information below shows what we are doing to promote British Values throughout our school.


  • School council - Pupils have the opportunity to have their voices heard through our School Council. It promotes the democratic process, fosters the concept and application of freedom of speech and group action to address needs and concerns. The election of two children from each year group takes place each year and is organised through pupil vote.
  • Volunteerism - We encourage volunteerism in and out of school. This includes Year 6 ‘buddies’ for reception children, Junior road safety officers, house team leaders, lunch helpers, and also raising money for national charities. 
  •  Sharing ideas - Throughout the school we encourage children to share their ideas and thoughts about any subject being taught. We also encourage the development of the children’s ability to learn how to argue and defend points of view.


Rule of Law

  •  Behaviour policy - The importance of laws, including those governing the individual, the class and the whole school, are consistently reinforced throughout the school year. The children understand these laws as rules. Pupils are taught the values and the reasons behind British laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. They also understand that working within the agreed rules brings its own rewards and this is demonstrated in our achievement rewards system, ‘Head teacher awards’ and ‘Celebration assembly’ which is held every Friday afternoon.


  • Golden rules - At the start of each school year, teachers work with their class to draw up age appropriate rules that all class members agree to.
  • Junior Safety Officers – Our junior safety officers deliver assemblies and promote competitions throughout the school for subjects such as road safety and electrical safety. They also work with the school council to promote recycling through the introduction of our new recycling bins in the playground and reducing our energy usage in school.
  • Bike ability – Year 4 children are given the opportunity to take part in a bike ability course, allowing them to gain practical skills and understanding how to cycle on today’s roads.
  • Professional visits – The local police officers/fire brigade visit the school to talk to the children, explain their role in society and promote safety both in and outside of school.

Individual Liberty

  •   Encouraging independence - Within school, pupils are actively encouraged to develop independence and make personal choices, knowing that they are in a safe, secure and supportive environment. We educate and provide boundaries for pupils to make choices safely, through the provision of a safe environment and empowering them through their education. Children are given the opportunity to make choices from EYFS and Key Stage 1 where they can chose their preferred activity for ‘free time’, through to key Stage 2 where they have freedom to choose reading books and make suggestions for future lessons. All children are encouraged to make decisions when choosing their lunch option and deciding which extra-curricular clubs to attend.


  • Personal freedom - 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 lessons, Safety weeks, SEAL and PSHE lessons. Whether it is through choice of challenge or working partners, choice of how they record their work or of choice of participation in our numerous extra-curricular clubs and opportunities.
  •  School council - Pupils have the opportunity to have their voices heard through our School Council. It promotes the democratic process, fosters the concept and application of freedom of speech and group action to address needs and concerns. The election of two children from each year group takes place each year and is organised through pupil vote.


  • Anti-bullying and internet safety - Children are taught how to keep themselves safe in different environments, including online. This is done through computing lessons, assemblies and outside organisations such as the NSPCC. Children also participate in a range of activities to promote anti-bullying during Anti-bullying week.
  • Celebrating individual achievements – Children are given the opportunity to share their individual achievements in our weekly ‘celebration assemblies’.


Mutual respect and tolerance of those with different faiths and beliefs



    • Respecting other faiths and beliefs - Tolerance of those with different faiths and beliefs is encouraged also through our ethos of respect and through enhancing pupils understanding of their place within a culturally diverse society. Within our RE curriculum we study the background and practices of a range of faiths including Christian, Hindu, Sikh, Muslim and Jewish faiths.
    • Re & PSHE lessons - Discussion in RE, PSHE and P4C lessons at an age appropriate level gives pupils opportunities to consider the reasons for and the consequences of religious and racial intolerance and prejudice-based bullying. Through RE and PSHE lessons we also help children to understand why discriminatory behaviour is wrong and discuss differences between people such as differences of faith, ethnicity, disability, gender or sexuality and differences of family situations.


  • Professional visits –
  • Through links created with our local church, children are given the opportunity to learn about and learn from religion. By learning how and why people believe in different religions, children are able to understand and accept other religions. Reverend Whatmore provides regular assemblies about Christianity and teaches children about how and why Christians pray and celebrate God. Children have also visited the local church and participated in a range of activities linked to Christianity.


  • Behaviour policy - We have high expectations about pupil conduct and this is reflected in our Behaviour Policy. Our behaviour policy promotes respect for individual differences and does not tolerate prejudice and discriminatory behaviour.



Democracy: making decisions together

As part of the focus on self-confidence and self-awareness as cited in Personal, Social and Emotional Development:

  • Encourage children to see their role in the bigger picture,
  • Encourage children to know their views count,
  • Value each other’s views and values and talk about their feelings, for example when they do or do not need help.
  • When appropriate demonstrate democracy in action, for example, children sharing views
  • on what the theme of their role play area could be with a show of hands.
  • Support the decisions that children make and provide activities that involve turn-taking, sharing and collaboration.
  • Children should be given opportunities to develop enquiring minds in an atmosphere where questions are valued.


Rule of law: understanding rules matter

as cited in Personal Social and Emotional Development as part of the focus on managing feelings and behaviour:

  • Ensure that children understand their own and others’ behaviour and its consequences, and learn to distinguish right from wrong.
  • Collaborate with children to create the rules and the codes of behaviour, for example, to agree the rules about tidying up and ensure that all children understand rules apply to everyone.


Individual liberty: freedom for all

As part of the focus on self-confidence & self-awareness and people & communities as cited in Personal Social and Emotional development and Understanding the World

  • Children should develop a positive sense of themselves. Provide opportunities for children to develop their self-knowledge, self-esteem and increase their confidence in their own abilities, for example through allowing children to take risks on an obstacle course, mixing colours, talking about their experiences and learning.
  • Encourage a range of experiences that allow children to explore the language of feelings and responsibility, reflect on their differences and understand we are free to have different opinions.

Mutual respect and tolerance: treat others as you want to be treated

As part of the focus on people & communities, managing feelings & behaviour and making relationships as cited in Personal Social and Emotional development and Understanding the World:

  • Create an ethos of inclusivity and tolerance where views, faiths, cultures and races are valued and children are engaged with the wider community.
  • Children should acquire a tolerance and appreciation of and respect for their own and other cultures; know about similarities and differences between themselves and others and among families, faiths, communities, cultures and traditions and share and discuss practices, celebrations and experiences.
  • Encourage and explain the importance of tolerant behaviours such as sharing and respecting other’s opinions.

Promote diverse attitudes and challenge stereotypes, for example, sharing stories that reflect and value the diversity of children’s experiences and providing resources and activities that challenge gender, cultural and racial stereotyping.