St Agnes

St Agnes Primary School St Agnes Primary School

The family of St Agnes loves, learns and grows together as followers of Jesus.

British Values

  British Values In St. Agnes' Catholic Primary School 
  What could the adults do and provide?  Possible Evidence

• Ensure that everyone has a right to have a say
• Ensure the child’s, parent’s and staff’s voice is heard
• Pupil Voice
• School Council – children voting for their class representative
• Pupil Questionnaires
• Parent Questionnaires
• Staff Questionnaires
• Parents Support Group
• ‘Friends’ of St Agnes (FOSA) 
• Staff Meetings/Briefings
• Appraisal/Review meetings.

• Support children to take turns
• Encourage children to share
• Support children to become independent and take responsibility
• Support children to learn boundaries
• Give children the opportunities to make choices
• Promote an climate to share opinions and ideas
• Ensure that children are listened to
• Respect everyone as an individual
• Role model behaviour
• Celebrate differences in people
• Support children to have a positive sense of their own identity and culture
School Mission Statement
• School Behaviour Policy
• Religious Education Lessons
• Cross Curricular Speaking and Listening opportunities
• House Captains/Play Leaders/School Council 
• Assemblies that emphasise the commandment – to love your neighbour as yourself/The Good Samaritan/the story of Zacchaeus etc. 
• Visitors to school ie MP, local councillors
• Lenten/Advent Charity Work
• Science: every one is different/Journey in Love 
• Displays 
• High expectations of behaviour and what can be achieved by each individual 
• International Week 
• Geography curriculum
• Website
• Feedback to children re behaviour/work.
• Circle Time
  What could the adults do and provide? Possible Evidence

The Rule of Law
Support children to understand right and wrong
• Support children’s understanding of how the law of the land and our school rules reflect the 10 Commandments
• Share and support the rules of the setting with all stakeholders
• To ensure children have an understanding of the consequences of their actions
• To ensure there is no discrimination within the setting
• To ensure that any discrimination identified is addressed within the setting
• To ensure children have a sense of fairness
• Listen to the child’s voice when deciding the setting’s rules and boundaries
The children's creation of their own class rules based on the ‘School Rules’.
• School Behaviour Policy shared with all stakeholders – also on the website. 
• Pupil Voice
• Circle time/Religious Education Lessons/Sacrament of Reconciliation.
• Children encouraged to take responsibility for their own actions.
• System of ‘Restorative Justice’.
• Safeguarding/Anti-bullying/SEND policies.
• Behaviour log/Bullying log/Racist incidents log 
• Pupil Voice
• School Council
• School Assemblies on the theme of fairness/discrimination
• Support from local police liaison officer – ie assemblies to introduce themselves and to reinforce the law of the land.
• Support from traffic wardens etc to reinforce local laws.
• Home/School Agreements
• Key Stage Booklets.
• Pupil/Parent Questionnaires.
• Staff meetings re behaviour/anti-bullying.
• Anti-Bullying week.
• Visitors to school – people who help us.
• British History topics outlining how law has evolved.
  What could the adults do and provide? Possible Evidence

Individual Liberty

• Plan for individual children
• Ensure all information about the child progress and development is shared with both child and parents.
• Ensure children have access to resources
• To support parental choice
• To support the rights of the child
• To support children to make the right choices
• To listen to everyone’s point of view
• To ensure all stakeholders are considerate of others and the environment
• Mission Statement
• RE Curriculum – encouraging children to respect both themselves and others
• Target setting with children
• Encouraging good listening skills
• Pupil Voice
• Differentiation in planning/teaching
• Encouraging the children to be independent and reflective learners
• ECHP’s Medical plans etc
• Parents/Pupil Meetings.
• Reports to parents
• Behaviour Policy
• Anti-bullying policy
• Safeguarding Policy.
• Home School Agreement.
• School Website
• Encouraging an understanding of the rights of the child through CAFOD and Childline – and visits from them.
  What could the adults do and provide? Possible Evidence

Mutual Respect
• Provide opportunities to consult parents
• To work together as a team respecting each other
• To ensure parents are involved in their children’s learning
• To provide positive role models
• To value individuality
• To value all cultures and beliefs
• To respect all languages
• To respect each other’s space
• To ensure all stakeholders feel safe and secure
• Positive Role models – adults and children
• Good behaviour
RE Lessons emphasising that every person is unique and ‘created in the image of God’
Mission Statement
Parent Forum
Parent questionnaires
Learning about other faiths
Learning about other cultures - geography
Celebrations – such as International Week, Gospel Assemblies
Celebrating festivals of other cultures ie Diwali, Chinese New Year
Links with local and deanery schools
Charity work
Website Ethos/vision statement
Displays around the school
Circle time
  What could the adults do and provide? Possible Evidence

Tolerance of those of different faiths and beliefs
• To combat discrimination through awareness
• To ensure ethos of setting reflects an awareness of all cultures and beliefs
• To have knowledge and understanding of other cultures and beliefs
• To celebrate diversity within and outside the setting
• To role model behaviour and attitudes towards others
• To encourage all parental input in the setting
• Assemblies – ie anti- bullying, Gospel Assemblies based on how Jesus encouraged tolerance in such stories as the’ Good Samaritan’ and the ‘Woman at the Well’
Class discussions
Study of other faiths
Parental involvement

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