British Values

The DfE have reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote 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 Government set out its definition of British values in the 2011 Prevent strategy, and these values have been reiterated in 2014

At Dorchester Primary School we value and respect the diversity and backgrounds of all our pupils, families and the wider school community, these values are reinforced regularly and in the following ways.

How we promote British Values at Dorchester Primary School:

Democracy

  • School councillors elected for school council
  • Restorative practice
  • School/class charters
  • Vision and values
  • Direct teaching through the curriculum
  • Enterprise education


Rule of Law

  • Restorative practice circles
  • Behaviour policy
  • Classroom/school rules
  • High expectations and clear boundaries
  • Bikeability (safety and road rules)
  • Visits from community leaders (Police, Imam…)
  • Social rules – Sporting/friendship/class


Tolerance of Culture, Faith and Others

  • Accessibility policy
  • Celebration of different festivals (Harvest, Eid ..)
  • Visits to places of worship
  • International day
  • Disability equality/inclusion
  • Local, national and global charity work
  • Circles to reflect assembly themes

Mutual Respect

  • SEAL – Jigsaw
  • Sex and Relationships Education
  • E-safety
  • R.E. curriculum
  • Sports competitions
  • Restorative circles/reflection
  • Visits to places of worship
  • Marking policy – peer critique
  • Parents consultation
  • Class rules


Liberty and Personal Responsibility

  • Class charters
  • School and class rules
  • Pupil voice – circle time, feelings
  • Homework
  • Sports competitions
  • Commitment to extra-curricular activities
  • Keeping ourselves and others safe

“Leaders have continued to prioritise the teaching of phonics and reading.”

Ofsted

“School council representatives attend School Stakeholder Group (SSG) meetings to share their views.”

Ofsted

“In other curriculum
areas, such as design technology (DT), the curriculum is improving rapidly.”

Ofsted

“Democratically elected roles, such as house captains and school councillors, enable pupils to contribute purposefully to school life.”

Ofsted

“Leaders’ subject monitoring has led to a consistent and successful approach to the teaching of phonics across the early years and key stage 1.”

Ofsted

“In the early years, mathematics is a high priority. Daily ‘carpet time’ is used to teach children
mathematical concepts”

Ofsted

“Pupils are clear about the school rules.”

Ofsted

“One pupil told inspectors that ‘teachers are really caring, we know if we ask for help, we will get it’.”

Ofsted

“Pupils feel that they are being listened to and that their views help leaders to improve the school.”

Ofsted

“Knowledgeable and highly trained leaders ensure that pupils get the support they need to achieve.”

Ofsted

“Strong, cross-curricular links with subjects, such as science, give pupils the opportunity to apply their skills and
knowledge when making products.”

Ofsted

“Pupils now use mathematical vocabulary with accuracy.”

Ofsted

“Leaders ensure that opportunities for pupils to apply their mathematical understanding are provided in the activities pupils
complete.”

Ofsted

“Children are
taught to read as soon as they start in the early years.”

Ofsted

“Leaders ensure there is a focus on developing pupils’ mathematical vocabulary.”

Ofsted

“The help that leaders provide for pupils with special educational needs and/or disabilities (SEND) is a strength of the school.”

Ofsted

“Leaders have established ‘hive’ provision for pupils who need it. These well-resourced, intimate settings provide the intense support that a significant minority of pupils need.”

Ofsted

“Teachers provide lots of opportunities for pupils to rehearse and say the sounds they are learning aloud, which helps them to remember them.”

Ofsted

“Leaders have rightly reorganised their curriculum to make up for learning that has been
lost during the COVID-19”

Ofsted

“Leaders have ensured that pupils have plenty of opportunities
to design, make and evaluate projects using different materials.”

Ofsted

“Leaders provide ‘chatterpacks’ to parents so that they have the age-appropriate resources they need to support their child’s
reading.”

Ofsted

“Pupils spoke with enthusiasm about the school garden they are developing and of their plans for the fruit and vegetables they will grow.”

Ofsted

“Leaders have created an ambitious curriculum that sets out clearly what pupils should
learn and when.”

Ofsted

“As soon as children start school, leaders check their speech and language needs so that extra help can be provided, where it is required.”

Ofsted

“Leaders use assessment well to ensure that the books pupils read match the sounds they already know.”

Ofsted

“In the short term, leaders have placed a greater focus on subjects such as
English and mathematics.”

Ofsted

“The mathematics curriculum is clearly sequenced. Teachers provide opportunities for pupils to continually revisit and review previous learning.”

Ofsted

“In subjects such as history, teachers use assessment skilfully to find out what pupils know before they start to teach a new unit of work.”

Ofsted