British Values at Flegg

Opening Statement

 The Department for Education (DfE) introduced a statutory duty for schools to promote British Values more actively from September 2014, and to ensure these values are taught in schools.

 Flegg High Ormiston Academy understands and embraces our role in serving our community.  We recognise the multi-cultural, multi-faith and ever-changing nature of the United Kingdom. We have an important role in ensuring that groups or individuals within our academy are not subjected to intimidation, bullying or radicalisation by those wishing to unduly, or illegally, influence them.

 We follow equal opportunities guidance which guarantees that there will be no discrimination against any individual or group, regardless of faith, ethnicity, gender, sexuality, political or financial status, or similar. At Flegg, we are dedicated to preparing students for their adult life beyond the formal, examined curriculum, and learning about and understanding British Values supports students to do this.

 The government set out its definition of British values in the 2011 Prevent Strategy.

 The five key British Values are:

  •  Democracy
  • The rule of law
  • Individual liberty
  • Mutual respect
  • Tolerance of those of different faiths and beliefs

 We use strategies within and beyond the curriculum to secure such understanding for students. The examples that follow show some of the many ways Flegg High Ormiston Academy seeks to embed British Values within the student experience.

 Democracy

 Students are given the opportunity experience democracy within school life, and learn about its role in wider society. Whole Academy votes are used to aid or lead decision making, an example being to determine the types of reward trips we offer. 

 Tutor time encompasses the Votes for Schools programme, in which students learn about a wide range of topical issues and ultimately vote on a key question linked to the issue.  The results of the Flegg vote are compared to the manner in which students voted on the same question nationally.  The 2015 election provided the Academy with the platform and context to run a full mock election, as did the Brexit vote.

 The rule of law

 Behaviour expectations and the rules that accompany them in addition to our rewards system at the Academy allow student to experience adherence elements of law daily.

 The assembly rota for our Academy has a wide range of links to the rule of law.  A range of topics link to this element of British Values, including extremism, crime, e-safety, road safety and other examples.

 Within the curriculum there are many examples of units that link to law, and the table below demonstrates some of these links.

 

Curriculum Area


Links to the rule of law

 

Art

Photography – links to law on posting images online

Business

Employment law including equal opportunities

Data security including transfer of sensitive information

English

Units / texts that link to crime, tolerance and abuse of power

Ethics

Laws related to marriage

Extremism / British values

Geography

Laws linked to the environment (eg pollution)

Exploitation of workers – employment law

ICT

E-crime and law related to use of data

 

 Individual liberty

Our student leadership team are established at Flegg High Ormiston Academy.  They meet with staff on a weekly basis, providing an opportunity to express their views on various aspects of school life and management.  Other pupils at the Academy are encouraged to share their views with the leadership team so that it represents wide ranging opinions.  The Academy has a Peer Mentoring scheme, and students can seek support from their peers for low level concerns, such as friendship issues.

Student surveys are used to gauge views on a various aspects of life at the Academy and outside of it, and these are used to shape our approaches as appropriate. Our participation in the Norfolk health and well-being survey is an example of this.  We promote a message of tolerance through our day to day interactions, assemblies and displays around the school amongst other approaches.

Students are given opportunities to shape their own school learning experience through individual choices they make. The options process allows them to choose which KS4 courses they wish to study at the start of year 9. We offer a wide range of extra-curricular and enrichment activities that are open to students who wish to participate.

 Mutual respect and tolerance of different faiths and beliefs

 Respect of each other and the school environment is one of the Academy’s basic expectations for students, as is politeness. This is set out in a clear manner in our behaviour policy and is something we look to embed within the academy at every opportunity. Various areas of the curriculum provide further opportunities to develop student understanding of respect, and examples include respect for competitors in PE and aspects of human rights explored in Ethics and through Votes for Schools in form time.

Extra-curricular and enrichment opportunities frequently take place in contexts where mutual respect within the Academy and wider community are required. Sports teams who participate in regular fixtures are expected to show respect for team mates and opposition at all times.  There are a variety of roles in the Academy where responsible and respectful manner is vital, examples being our student leadership team, student ambassadors (changed on a daily basis) and our events team, who represent respectful values during a host of community events.

Deeper understanding of religious beliefs and of cultural diversity is explored as part of the humanities curriculum – Ethics, Geography and History. A key feature is developing tolerance and understanding of differences in their widest sense, something we also cover in assemblies and school visits.