Glebe Academy 

Promoting Fundamental British Values 

Aims and objectives 

At Glebe Academy, we recognise the need to create and enforce a clear and rigorous expectation 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.

Being Part of Britain 

As a school, we value and celebrate the diverse heritages of everybody at Glebe Academy. Alongside this, we value  and celebrate being part of Britain. In general terms, this means that we celebrate traditions and customs in the  course of the year; for example, Harvest festival during the Autumn term, and what could be more British than a trip  to a pantomime around Christmas time! We also value and celebrate national events.

At Glebe Academy the Fundamental British Values are reinforced regularly and in the following ways: Democracy: 

Democracy is rife within the school. Pupils have the opportunity to have their voices heard through our Pupil Council,  pupil questionnaires and through pupil interviews. The elections for Glebe Ambassadors are based on a democratic  process with children giving speeches and elections then occurring. Our school behaviour policy involves rewards  which the pupils can vote for. The majority of policies are debated widely and incorporate pupil voice as children,  parents, governors and staff work together to put policy into practice. Our Imaginative Learning Project themes are  also led by pupil interests and pupils are involved in the planning of these themes on a half termly basis. We have  also well-developed links with local Members of Parliament who come into school.  

The Rule of Law: 

The importance of laws, whether they be those that govern the class, the school or the country, are consistently  reinforced throughout regular school PSHE and Citizenship lessons, when discussing behaviour and through whole  school assemblies. Pupils are taught the value and reasons behind laws, that they govern and protect us, the  responsibilities that this involves and the consequences when laws are broken. Visits from authorities such as the  Police and the Fire Service are regular parts of our calendar and help reinforce this message. Pupils are involved in  deciding class rules and pupil charters linked to anti-bullying and SMSC outcomes.

Individual Liberty: 

Within school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive  environment. As a school we educate and provide boundaries for young pupils to make choices safety, through our provision of a safe environment and empowering education. Pupils are encouraged to know, understand and  exercise their rights and personal freedoms and how to exercise these safely, for example through our e-Safety and

PSHE lessons, which includes the statutory outcomes for RSE, health and Wellbeing. Whether it be through choice of  challenge, or how they record their knowledge, or through their participation in our numerous extra-curricular clubs  and opportunities, pupils are given the freedom to make choices and to respect the decisions and choices of others.

Mutual Respect: 

Part of our school ethos and behaviour policy has evolved around our core values: ASPIRATIONAL, PASSIONATE,  CARING FOR ALL, COLLABORATIVE, FOREVER LEARNING, and pupils have been part of discussions and assemblies  related to what this means and how it is shown. Respect for others is promoted across the school and this is  reiterated through our classroom and learning rules, as well as our behaviour policy. Pupils will challenge each other  when not showing respect and encourage each other to be respectful.  

Tolerance of those of Different Faiths and Beliefs: 

This is achieved through enhancing pupils understanding of their place in a culturally diverse society and by giving  them opportunities to experience such diversity. Materials available and presented to the children are carefully  chosen to ensure different faiths and beliefs are represented in a positive way. Assemblies and discussions tackle  issues such as prejudices and prejudice-based bullying and followed up and supported by learning in RE and PSHE.  Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes  and the school. Through our RE curriculum, which teaches the main faiths and focuses upon learning about religion  and learning from religion, we promote tolerance of the beliefs of others. We also enjoy a depth of study during  themed days, where sometimes we will celebrate and enjoy learning about the differences in countries and cultures  around the world; whilst at other times we might consider groups or individuals who might be vulnerable in some  way.

This policy will be reviewed at least every two years.