Education

Promoting British Values in Primary Schools … Ofsted December 2017

Ofsted has indicated (December 2017) that schools will be judged on the effectiveness and impact of the provision for pupils’ spiritual, moral, social and cultural development.

What does the Ofsted Evaluation Schedule say and and how can schools promote British Values?

Ofsted Evaluation Schedule – How Schools Will be Judged (December 2017) … states

  1. Before making the final judgement on the overall effectiveness, inspectors must evaluate:
  • the effectiveness and impact of the provision for pupils’ spiritual, moral, social and cultural development (see below)
  • the extent to which the education provided by the school meets the needs of the range of pupils at the school including:
  • pupils who have disabilities
  • pupils who have special educational needs.

Defining spiritual, moral, social and cultural development

  1. The spiritual development of pupils is shown by their:
  • ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values
  • sense of enjoyment and fascination in learning about themselves, others and the world around them
  • use of imagination and creativity in their learning
  • willingness to reflect on their experiences.
  1. The moral development of pupils is shown by their:
  • ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, recognise legal boundaries and, in so doing, respect the civil and criminal law of England
  • understanding of the consequences of their behaviour and actions
  • interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues.
  1. The social development of pupils is shown by their:
  • use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds
  • willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively
  • acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.
  1. The cultural development of pupils is shown by their:
  • understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and those of others
  • understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain
  • knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain
  • willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities
  • interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.

To discover more about how to promote British Values in your school try our British Values INSET PowerPoint and find out:-

  • 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
  • an understanding of the importance of identifying and combating discrimination