Fundamental British Values and SMSC Policy Version 1.0 ... · PDF file4 Ethos of Fundamental...

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Catch22 policy (Education) Fundamental British Values and SMSC Policy Version 1.0

Study Programme Bishop Auckland

Contents

1. Summary 2

2. What is the policy about? 2

3. Who is the policy for? 2

4. Policy statement 2

5. Policy Requirements? 10

6. Related policies 10

7. Appendices 12

Annex 1 – Equality Impact Assessment 18

Policy owner (Directorate): Education

Queries to be directed to: SLT

This policy will be reviewed on an [state how often policy is subject to

review e.g. annually/ ongoing basis]. Catch22 reserves the right to

amend this policy, following consultation, where appropriate.

Date created: March 2017

Date of last review: March 2017

Date of next review: March 2018

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1. Summary

Schools have obligations under section 78 of the Education Act (2002) which requires

schools, as part of a broad and balanced curriculum, to promote the spiritual, moral, cultural,

mental and physical development of pupils at the school and of society, Catch22 feel that it

is good practice to extend this across the Catch22 Independent Schools as well. This policy

relates specifically to the requirements to actively promote fundamental British values in

schools and explains how this can be met through the general requirement in the 2002 Act.

Government Guidance can be found here:

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/380595/SMSC

_Guidance_Maintained_Schools.pdf

2. What is the policy about?

The main points of this policy are to make clear:

• That schools should promote pupils’ spiritual, moral, social and cultural (SMSC)

development;

• What is expected of schools in promoting fundamental British values; and

• How this aligns with schools’ duty to promote SMSC.

3. Who is the policy for?

Headteachers, school staff, Senior Management and Governors/Trustees.

4. Policy statement

Introduction

Spiritual, moral, social and cultural education helps children develop personal qualities which

are valued in a civilised modern British society; for example, thoughtfulness, honesty,

respect for difference, moral principles, independence, and self-respect. At Catch22 we

seek to teach these qualities across the curriculum and throughout school life in the hope

that these pupils go on to participate fully and contribute positively to life in modern Britain. It

is linked closely to our school values and ethos.

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/380595/SMSC_Guidance_Maintained_Schools.pdf

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/380595/SMSC_Guidance_Maintained_Schools.pdf

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Ethos of Fundamental British Values and SMSC at Catch22 Schools

Passionate, reflective and creative in and about learning.

A desire to treat everyone equally, with respect and tolerance.

Respecting and celebrating our differences.

A commitment to contributing positively to life in and outside of school.

A deep sense of purpose that things can change and transform.

A sense of perseverance to keep going to reach our goal.

Definitions

Catch22 uses the following definitions of Fundamental British Values and Spiritual, Moral,

Social and Cultural education:

Spiritual

Beliefs, religious or otherwise, which inform pupils’ perspective on life and their interest in

and respect of, different people’s feelings and values. A sense of enjoyment and fascination

in learning about themselves, others and the world around them. Use of imagination and

creativity in their learning and willingness to reflect on their experiences. A desire and

willingness to reflect on their own beliefs religious or otherwise.

Moral

Ability to recognise the difference between right and wrong and the pupils’ readiness to

apply this understanding in their own lives. Understand the consequences of their actions.

Interest in investigating and offering reasoned views about moral and ethical issues. An

understanding of the civil and criminal law of England and recognising the legal boundaries

that apply to their own lives and actions.

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Social

Use of a range of social skills in different contexts, including working and socialising with

pupils from different religious, ethnic and socioeconomic backgrounds. Willingness to

participate in a variety of social settings, cooperating well with others and being able to

resolve conflicts effectively. Interest in, and understanding of, the way communities and

societies function at a variety of levels. An understanding of what fundamental British values

may be and an awareness of how they can make a positive contribution to life in modern

Britain.

Cultural

Understanding and having an appreciation of the wide range of cultural influences that have

shaped their own heritage. Willingness to participate in, and respond to, for example:

artistic, musical, sporting, mathematical, technological, scientific and cultural opportunities.

Interest in exploring, understanding of, and respect for, cultural diversity and the extent to

which they understand, accept, respect and celebrate diversity, as shown by their attitudes

towards different religious, ethnic and socioeconomic groups in the local, national and global

communities. Knowledge of British democratic systems, its history and its continuation to

develop Britain.

Fundamental British Values

Catch22 promotes the fundamental British values of democracy, the rule of law, individual

liberty, and mutual respect and tolerance of those with different faiths and beliefs.

Actively promoting the values means challenging opinions or behaviours in school that are

contrary to fundamental British values. Attempts to promote systems that undermine

fundamental British values would be completely at odds with schools’ duty to provide SMSC.

The Teachers’ Standards expect teachers to uphold public trust in the profession and

maintain high standards of ethics and behaviour, within and outside school. This includes not

undermining fundamental British values.

Through the provision of SMSC, Catch22:

• enable students to develop their self-knowledge, self-esteem and self-confidence;

• enable students to distinguish right from wrong and to respect the civil and criminal law of

England;

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• encourage students to accept responsibility for their behaviour, show initiative, and to

understand how they can contribute positively to the lives of those living and working in the

locality of the school and to society more widely;

• enable students to acquire a broad general knowledge of and respect for public institutions

and services in England;

• further tolerance and harmony between different cultural traditions by enabling students to

acquire an appreciation of and respect for their own and other cultures;

• encourage respect for other people; and

• encourage respect for democracy and support for participation in the democratic

processes, including respect for the basis on which the law is made and applied in England.

Fundamental British Values will allow students at Catch22 to:

• an understanding of how citizens can influence decision-making through the democratic

process;

• an appreciation that living under the rule of law protects individual citizens and is essential

for their wellbeing and safety;

• an understanding that there is a separation of power between the executive and the

judiciary, and that while some public bodies such as the police and the army can be held to

account through Parliament, others such as the courts maintain independence;

• an understanding that the freedom to choose and hold other faiths and beliefs is protected

in law;

• an acceptance that other 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; and

• an understanding of the importance of identifying and combatting discrimination.

Aims of SMSC

At Catch22 we share, support and strive to achieve the following.

Encourage and guide pupils to:

Be reflective about beliefs, values and more profound aspects of human experience,

to enable them to use their imagination and creativity and develop curiosity in their

learning.

Develop and apply an understanding of right and wrong in their academy life and life

outside of school.

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Take part in a range of activities requiring social skills.

Develop an awareness of, and respect towards, diversity in relation to, for example,

gender, race, religion and belief, culture, sexual orientation and disability.

Gain a well-informed understanding of the options and challenges facing them as

they move through the school and on to the next stage of their education and

training.

Overcome barriers to learning.

Respond positively to a range of artistic, sporting and other cultural opportunities

provided by the academy, including for example developing an appreciation of

theatre, music and literature.

Develop the kills and attitudes to enable them to participate fully and positively in

democratic modern Britain.

Understand and appreciate the range of different cultures within school and further

afield as an essential element of their preparation for life.

How the curriculum may contribute to Fundamental British Values and SMSC

English

Developing confidence and expertise in language, which is an important aspect of

individual and social identity.

Enabling pupils to understand and engage with the feelings and values embodied in

high quality poetry, fiction, drama, film and television.

Developing pupils’ awareness of moral and social issues in fiction, journalism,

magazines, radio, television and film.

Helping pupils to understand how language changes over time, the influence on

spoken and written language and social attitudes to the use of language.

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Maths

Spiritual development: through helping pupils obtain an insight into the infinite and

through explaining the underlying mathematical principles behind natural forms and

patterns.

Moral development: helping pupils recognise how logical reasoning can be used to

consider the consequences of particular decisions and choices and helping them

learn the value of mathematical truth.

Social development: through helping pupils work together productively on complex

mathematical tasks and helping them see that the result is often better than any of

them could achieve separately.

Cultural development: through helping pupils appreciate that mathematical thought

contributes to the development of our culture and is becoming increasingly central to

our highly technological future, and through recognising that mathematicians from

many cultures have contributed to the development of modern day mathematics.

Science

Encouraging students to reflect on the wonder of the natural world.

Awareness of the ways that Science and Technology can affect society and the

environment.

Consideration of the moral dilemmas that can result in scientific developments.

Showing respect for differing opinions, for example on creation.

Co-operation in practical activity.

Raising awareness that scientific developments are the product of many.

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ICT

Preparing the pupils for the challenges of living and learning in a technologically

enriched, increasingly interconnected world.

Making clear the guidelines about the ethical use of the internet.

Acknowledging advances in technology and appreciation for human achievement.

RE

Pupils learn about beliefs, values and the concept of spirituality.

RE reflects on the significance of religious teachings in their own lives.

Develops respect for the right of others to hold beliefs different from their own.

Shows an understanding of the influence of religion on society.

Fosters appreciation and understanding of different cultures, religions and traditions.

Art

Art lessons develop pupils’ aesthetic appreciation.

In turn, Art evokes feelings of ‘awe’ and ‘wonder’.

Giving pupils the chance to reflect on nature, their environment and surroundings.

Studying artists with a spiritual or religious theme, issues raised by the artist which

concerns ethical issues, such as War paintings.

Design & Technology

Reflecting on products and inventions, the diversity of materials and ways in which

design can improve the quality of our lives.

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Awareness of the moral dilemmas created by technological advances.

Awareness of how different cultures have contributed to technology.

Opportunities to work as a team, recognising others strengths and sharing

equipment.

Food Technology

Giving the opportunity to examine cultural differences in food and diet.

Reflecting on the social issues around food such as price and income.

Acknowledging government guidelines for health and dietary requirements.

Reflection on the moral issues concerning food production in third world countries.

Music

Teaching that encourages pupils to be open to the music of other cultures.

Discussing and reflecting upon a range of personal experiences and own

performances and observed experiences like peer performances, trips and concerts.

Looking at the way music can change moods and behaviour.

Offer a range of high quality off-timetable music enrichment activities, for example

access to individual instrumental/vocal/theory lessons with specialist peripatetic

teachers.

PE

Activities involving co-operation, teamwork, competition, rules, self-discipline and fair

play.

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Exploring the sports and traditions of variety of cultures.

Individual activities that provide the opportunity for self-reflection, awareness and

challenge.

Votes for Schools – Fundamental British Values and SMSC

Interactive topics to engender debate which cover all areas of the SMSC curriculum,

Fundamental British Values and the Prevent Agenda.

Students discuss debate and vote on current topics each week. The votes are

collated online and comparisons can be made to other schools.

Beyond the curriculum

Further understanding of SMSC can developed through the following:

Assemblies/group sessions focussing on SMSC topics.

School Council and internal student voice.

Newsletter

Charity links at home and abroad

Enrichment –Art Club, lunchtime clubs, Music tuition, Model making.

Curriculum trips

Monitoring and implementation of the policy

Provision for SMSC is monitored and reviewed by SLT, Governors, teachers and the

Multi Academy Trust SLT.

Regular discussion and staff training is carried out.

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Staff share classroom work and practice.

The implementation of the policy is the responsibility of all staff.

5. Policy requirements?

Local managers should ensure that students actively participate in the Votes for Schools

delivery each week, including the student votes and feedback regarding its result. Delivery of

the Fundamental British Values and SMSC curriculum are evidence through the online

curriculum map.

6. Related policies

Curriculum Framework Statement.

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7. Appendices

Appendix 1 – SMSC including British Values and Prevent Curriculum Criteria (Delivered through VotesforSchools)

Criteria ref Description Overarching concept: Strategy

1.1 Pupils have the opportunity to be reflective about their own beliefs (religious or otherwise)

Spiritual: Personal values& beliefs

SMSC - Ofsted 2014

1.2 Pupils use personal experiences to reflect on their lives Spiritual: Personal values& beliefs

SMSC Ofsted 2014

1.3 Pupils demonstrate defence in their aims, values, principles and beliefs Spiritual: Personal values& beliefs

SMSC – Ofsted 2004

1.4 Pupils can be holistic in their approach to discussing topics Spiritual: Personal values& beliefs


1.5 Schools support pupils with their religious beliefs in a personalised way Spiritual: Personal values& beliefs


1.6 Schools facilitate discussions to support refection Spiritual: Personal values& beliefs


1.7 Pupils learn about themselves, others and the world around them Spiritual: Experiencing wonder & fascination


1.8 Pupils develop an appreciation of the intangible e.g. love, ambiguity Spiritual: Experiencing wonder & fascination


1.9 Schools allow pupils to ask questions; why? How? Who? Where? What? Spiritual: Experiencing wonder & fascination


1.10 Pupils show interest and respect for others faiths, feelings and beliefs Spiritual: Understanding human feelings/emotions


1.11 Pupils develop empathy, compassion & concern with others Spiritual: Understanding human feelings/emotions


1.12 Pupils challenge the barriers, constraints to the human spirit e.g. injustice, greed, poverty, discrimination

Spiritual: Understanding human feelings/emotions


1.13 Pupils develop a respect for insight as well as for knowledge and reason Spiritual: Understanding SMSC – Ofsted 2004

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human feelings/emotions

1.14 Pupils develop understanding of feelings and emotions & the impact Spiritual: Understanding human feelings/emotions


1.15 Schools allow opportunities for pupils to understand human feelings and how these affect us



1.16 Schools develop a culture where students can flourish and grow and respect others



1.16 Schools accommodate difference and respect the integrity of individuals Spiritual: Understanding human feelings/emotions


1.17 Pupils are encouraged to think and use their imaginations and sense of creativity Spiritual – Using imagination and creativity


1.18 Staff value pupils questions and give them space for their own thought, ideas and concerns

Spiritual – Using imagination and creativity


2.1 Pupils are interested in investigating and adding their own views on moral & ethical issues

Moral – Developing, expressing personal views


2.2 Pupils are able to express their views on ethical & personal issues



2.3 Pupils are committed to their own values even if others think they are wrong Moral – Developing, expressing personal views


2.4 Pupils enjoy discovering their own and others views on different topics Moral – Developing, expressing personal views


2.5 Pupils can adapt their values in light of experiences Moral – Developing, expressing personal views


2.6 Schools create platforms for pupils which are safe for them to explore their views and practice moral decision making



2.7 Pupils are interested in investigating others viewpoints and are able to understand others may hold different views on these issues

Moral – Investigating moral/ethical issues


2.8 Schools use learning to prevent discrimination Moral – Investigating moral/ethical issues


2.9 Schools give opportunities to explore rights & responsibilities, truth, justice equality & right & wrong

Moral – Investigating moral/ethical issues


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2.10 Schools respect there are different cultures in society and within their school Moral – Investigating moral/ethical issues


2.11 Schools model fairness, integrity, respect for people, pupils welfare, minority groups, resolution of conflict

Moral – Moral codes/ models of moral virtue


2.12 Pupils know right from wrong and apply this – respecting civil and criminal law Moral – Recognising right/wrong & apply


2.13 Pupils know right from wrong based on their own moral code and other cultures Moral – Recognising right/wrong & apply


2.14 Pupils make reasoned & responsible judgements on moral dilemmas Moral – Recognising right/wrong & apply


2.15 Pupils understand consequences both positive and negative of their actions – cause and effect

Moral – Understanding consequences of actions


2.16 Schools encourage pupils to take responsibility e.g. taking care of their environment, respect

Moral – Understanding consequences of actions


3.1 Pupils use a range of social skills in different contexts including working alongside those from differing religions, socio-economic backgrounds

Social – developing qualities & social skills


3.2 Pupils are given the chance to adjust their behaviour to a range of social contexts demonstrating sensitivity



3.3 Pupils reflect on their own contribution to school and their communities Social – developing qualities & social skills


3.4 Pupils show respect for people, living things, property and their environment Social – developing qualities & social skills


3.5 Schools encourage pupils to recognise and respect social differences and similarities Social – developing qualities & social skills


3.6 Schools help Pupils develop their personal qualities such as thoughtfulness, respect for difference, moral principles



3.7 Schools provide a platform for understanding and debating social issues Social – developing qualities & social skills


3.8 Schools provide opportunities for pupils to engage in a democratic process and participate in community life



3.9 Schools provide appropriate links to the wider world and the community Social – developing SMSC – Ofsted 2004

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qualities & social skills

3.10 Pupils co-operate well and are able to resolve their conflicts Social – Participating, resolving conflict


3.11 Pupils work well together as members of groups or teams, they relate well to each other

Social – Participating, resolving conflict


3.12 Pupils are given the platform to challenge appropriately the views of a group or the wider community

Social – Participating, resolving conflict


3.13 Pupils resolve conflicts and counter forces which militate against inclusion and unity Social – Participating, resolving conflict


3.14 Schools provide pupils with the chance to exercise leadership and responsibility Social – Participating, resolving conflict


3.15 Pupils engage and accept the values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with differing beliefs & faiths

Social – Understanding how communities function


3.16 Pupils develop skills and attitudes that will allow them to participate fully in democracy & contribute to society



3.17 Pupils appreciate the rights and responsibilities of individuals within the wider setting



3.18 Pupils understand how society functions and is organised Social – Understanding how communities function


3.19 Pupils understand the notion of interdependence in a complex society Social – Understanding how communities function


3.20 School identify key values and principles on which school and community life is based



4.1 Pupils explore and show understanding/ respect for different faiths and cultural diversity

Cultural – Understanding, respecting diversity


4.2 Pupils are given the platform to demonstrate their tolerance and positive attitude to local, national and international communities



4.3 Pupils develop an ability to appreciate different cultures and demonstrate dignity and respect to others views, they challenge discriminatory behaviour



4.4 Pupils develop an openness to new ideas and are willing to change their views in light of new experiences



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4.5 Pupils are given the opportunity to engage positively to cultural debates and opportunities

Cultural – Participating & responding to culture


4.6 Pupils develop personal enrichment through encounter with cultural media and traditions from a range of cultures



4.7 Schools provide opportunities for pupils to engage in cultural events and to reflect on their significance


SMSC –Ofsted 2004

4.8 Schools develop partnerships with outside agencies to extend pupils cultural awareness



4.9 Pupils know about Britain’s democratic parliamentary system and how it shapes our history and values

Cultural – Preparing for life in modern Britain


4.10 Pupils understand how beneficial it is to appreciate a range of different cultures and its preparation for them as part of a modern Britain



4.11 Pupils are given opportunities to understand how a wide range of cultural influences have shaped their own heritage

Cultural – Understanding & appreciating influences


4.12 Pupils develop an ability to challenge their own cultural assumptions and values Cultural – Understanding, respecting diversity


4.13 Pupils can identify the cultural influences that have helped shape their own heritage and behaviours



4.14 Schools audit the quality and nature of opportunities for pupils to extend their cultural development



5.1 Schools provide a safe place to discuss and debate topical and controversial issues affecting young people

Prevent strategy – HM Government 2007-Current

5.2 Pupils can influence and participate in decision making on issues affecting them in their society

Prevent strategy– HM Government 2007-Current

5.3 Pupils can participate In decision making within their own school environment Prevent strategy– HM Government 2007-Current

5.4 Pupils can express their views and appreciate the impact their views can have on others


5.5 Pupils can discuss terrorism and the wider use of violence in a considered and informed way


5.6 Schools can facilitate understanding of sider societal issues and how we can exercise Prevent strategy– HM Government 2007-Current

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democracy to influence change

5.7 Pupils should be given the platform to challenge islamophobia, anti-Semitism and other prejudices


5.8 Pupils should use safe to learn anti bullying strategies to minimise hate and prejudice based bullying


5.9 Pupils should know how to challenge extremist narratives and promote universal rights


5.10 Pupils should develop questioning skills and techniques to open up debate in a safe way


5.11 Pupils should feel confident to discuss honestly a plurality of views Prevent strategy– HM Government 2007-Current

5.12 Schools should allow pupils to debate fundamental moral and human rights principles


5.13 Schools should promote open and respectful dialogue Prevent strategy– HM Government 2007-Current

5.14 Model participatory and representative democracy by engaging and examining views expressed


5.15 Encourage pupils as citizens to support the vulnerable and to use democratic and lawful vehicles for protest


5.16 Help pupils to develop the skills needed to evaluate effectively and discuss potentially controversial issues;


5.17 Use spaces for pupils to discuss openly issues that concern them, including exploring their own identities and how these relate to the diversity of the society in which they live;


5.18 Give pupils a safe place to respond to current events that will challenge their beliefs


6.1 Pupils should gain an understanding of how citizens can influence decision-making through the democratic process

Promoting fundamental British values – November 2014

6.2 Pupils should have an appreciation that living under the rule of law protects individual citizens and is essential for their wellbeing and safety;


6.3 Pupils should understanding that there is a separation of power between the Promoting fundamental British values – November

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executive and the judiciary – e.g. police answerable to Parliament 2014

6.4 Pupils should understanding that the freedom to choose and hold other faiths and beliefs is protected in law;


6.5 Pupils should accept that other people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated. Not discriminated against


6.6 Pupils should have an understanding of the importance of identifying and combatting discrimination.


6.7 Understand the strengths, advantages and disadvantages of democracy, and how democracy and the law works in Britain, in contrast to other forms of government in other countries;


6.8 Ensure that all pupils within the school have a voice that is listened to, and demonstrate how democracy works by actively promoting democratic processes such as a school council whose members are voted for by the pupils;


6.9 Pupils should experience elections that provide them with the opportunity to learn how to argue and defend points of view;


6.10 Schools should use teaching resources from a wide variety of sources to help pupils understand a range of faiths, and


6.11 Schools should consider the role of extra-curricular activity, including any run directly by pupils, in promoting fundamental British values.


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Annex 1: Equality Impact Assessment

Catch22 is committed to always: avoiding the potential for unlawful discrimination,

harassment and victimisation; advancing equality of opportunity between people who share

a protected characteristic and those who do not; and, foster good relations between people

who share a protected characteristic and those who do not.

An Equality Impact Assessment (EIA) is a tool for identifying whether or not strategies,

projects, services, guidance, practices or policies have an adverse or positive impact on a

particular group of people or equality group. While currently only public bodies are

legally required to complete EIA’s, Catch22 has adopted the process in line with its

commitment to continually improve our equality performance.

1. Summary

This EIA is for: FBV and SMSC Policy

EIA completed by: Head of Quality, Curriculum and People

Date of assessment: March 2017

Assessment approved by: Education SLT

Objectives and intended outcomes

This EIA has been completed in order to ensure that the implications and potential

impact, positive and negative, of the Catch22 Education FBV and SMSC policy for all staff

have been fully considered and addressed, whether or not the staff members share a

protected characteristic.

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2. Potential Impacts, positive and negative

Equality Area Positive Neutral Negative Summary

Age The policy apples equally to all

members of staff regardless of age. It’s

not considered that the policy includes

any guidance or rules that may impact

either positively or negatively on any

member of staff because of their age.

Disability The policy apples equally to all

members of staff regardless of

health/disability. It’s not considered

that the policy includes any guidance

or rules that may impact either

positively or negatively on any

member of staff because of their

disability.

Pregnancy &

Maternity/paternity

It’s not considered that the policy

positive or negatively impacts on

pregnant women or on staff on

maternity or paternity leave,.

Race (incl. origin,

colour and nationality)

The policy apples equally to all

members of staff regardless of their

race, origin, colour or nationality. It’s

not considered that the policy includes

any guidance or rules that may impact

either positively or negatively in these

respects.

Gender and Gender

Re-assignment

The policy apples equally to all


gender at any given time. It’s not

considered that the policy includes any

guidance or rules that may impact

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either positively or negatively on any

member of staff because of gender.

Sexual Orientation The policy apples equally to all


sexual orientation. It’s not considered

that the policy includes any guidance

or rules that may impact either

positively or negatively on any

member of staff because their sexual

orientation.

3. Negative impacts and mitigations

Negative Impact Mitigation Owner

None

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