Promoting Fundamental British Values at Chelwood Nursery School

The fundamental British values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs are already implicitly embedded in the 2014 Early Years Foundation Stage.

Separately, the Counter Terrorism and Security Act also places a duty on schools and early years providers “to have due regard to the need to prevent people from being drawn into terrorism” (the Prevent duty).

The following examples, provided by 4Children and will give you an idea on how we are promoting those values within our school.

Democracy: making decisions together

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

We encourage children to see their role in the wider community, encouraging children to know their views count, value each other’s views and values, and talk about their feelings; eg. when they do or do not need help.

When appropriate, we demonstrate democracy in action, for example, children sharing views in a group and making whole school decisions taking account of these views following a ‘vote’.

We support the decisions that children make and provide activities that involve turn-taking, sharing and collaboration. Children are 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:

  • We ensure that children understand their own and others’ behaviour and its consequences, and learn to distinguish right from wrong.
  • We negotiate rules and the codes of behaviour with the children, 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 and self-awareness and people and communities as cited in

Personal Social and Emotional development and Understanding the World:

  • Children should develop a positive sense of themselves. We 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 when climbing, mixing colours, talking about their experiences and learning.
  • We 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, for example in a small group discuss what they feel about transferring to Primary School.

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

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

  • We work to create an ethos of inclusivity and respect (‘tolerance’) where views, faiths, cultures and races are valued and children are engaged with the wider community.
  • Our planning and practice is geared to supporting children to acquire a knowledge 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.
  • We encourage and explain the importance of tolerant behaviours such as sharing and respecting other’s opinions.
  • We 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.

Staff will:

  • Consistently and actively promote respect (‘tolerance’) of other faiths, cultures and races
  • Challenge gender stereotypes, including routine segregation of girls and boys
  • Work to engage children and families with the wider community
  • Challenge behaviours (whether of staff, children or parents) that are not in line with the fundamental British values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths, beliefs and lifestyle choices.