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Personal Development

Our curriculum, ethos and approach at Dickleburgh C of E Primary Academy fully supports the personal development of each and every pupil. Children are nurtured and encouraged to develop attributes such as confidence, resilience and independence as well as an understanding of British values in order that they are fully prepared for life in 21st Century Britain, and indeed, the world.

Equality and diversity are promoted and celebrated throughout school and we are very proud of a curriculum which equips our children with the knowledge, skills and understanding to lead happy, safe and healthy lives whilst enabling them to develop their talents and strive for their goals.

British Values Statement

We fully recognise and embrace the multi-cultural, multi-faith and ever-changing nature of the United Kingdom and are committed to ensuring that groups or individuals within the school are not subjected to intimidation or pressured towards radicalisation by those wishing to unduly, or illegally, influence them.

Dickleburgh has a clear Equality policy which aims to prevent discrimination against any individual or group, regardless of faith, ethnicity, gender, sexuality, political or financial status or similar. Dickleburgh also seeks to lay the foundations for our pupils’ future lives, beyond the formal curriculum, preparing them for the diverse and dynamic society in which they will live and work. An understanding of British values is a critical part of this education.

The Fundamental British Values are:

democracy, • the rule of law, • individual liberty, • mutual respect, • tolerance of those of different faiths and beliefs

Many of these values are embedded within our Ethos and Vision, but in addition, Dickleburgh uses strategies within the National Curriculum and beyond to secure pupils’ understanding of the wider implications of British values. The examples that follow show some of the ways in which Dickleburgh seeks to embed British values.

Democracy

Elections are held for House Captains for each House Team and school council representative in each class. This fosters the concept of freedom of speech and group action to address need and concerns. Within their classes, pupils are able to vote to make choices brought to them by these representatives. Pupils are also able to make their views known via our regular Pupil Voice Interviews and Governing Body Pupil Questionnaires.

The Rule of Law

The school has a clear behaviour management policy and high standards of behaviour of both pupils and staff are expected by the Governing Body. The rights and responsibilities of every pupil are emphasised through our behaviour policy, which is consistently followed by all adults in the school. Our RE and RSHE curricula recognise and underline the importance of the ideas, feelings and needs of others. Assemblies emphasise that we are all equal under the law and that it is not only wrong, but illegal to discriminate against others on the basis of characteristics such as disability, gender, race or faith.

We aim to ensure that our pupils have the knowledge and confidence to withstand attempts to radicalise them by alerting them to the intolerance that is inherent in all extremist viewpoints.

Individual liberty

Pupils at Dickleburgh are encouraged to know and understand their rights and personal freedoms and advised how to exercise these safely, e.g. through our E-Safety policy, RSHE curriculum and assemblies. Pupils are encouraged to exercise their right to free speech by articulating their views to their School Council Representatives. They also use the pupil ‘Worry Box’ to share concerns about issues, alerting school leaders and initiating a productive dialogue. This has built up a strong sense of trust, because pupils know that adults take their concerns seriously, that they will listen and, where necessary, act.

We aim to ensure that pupils know their rights, but also that they are aware of the responsibilities that they entail. Teachers and other staff endeavour to set clear, consistent boundaries so that pupils can make informed choices in a safe, secure and supportive environment. Dickleburgh has clear Anti-bullying and Behaviour Management policies that are openly shared with every member of our community.

Mutual Respect

Mutual respect is at the heart of our faith: Jesus said, ‘You shall love your neighbour as yourself.’ We expect all members of the Dickleburgh community to treat each other with respect, consideration and integrity. Pupils learn through their interactions with staff and each other, in the curriculum and assemblies that their behaviour has an impact on others. They frequently work collaboratively with their Learning Partners and are encouraged to listen to and value the opinions of others.

Pupils are encouraged to understand and reach out to communities who are less fortunate than themselves and each year raise significant amounts for charity, demonstrating their respect for those who live in very different circumstances to ours. Pupils are encouraged, through the School Council, to organise their own fundraising events for charities that they wish to support.

Tolerance of those of Different Faiths and Beliefs

Dickleburgh is a faith school, however, we welcome pupils from other faiths or none. Tolerance is emphasised through our RE and RSHE curricula and our assemblies’ programme, which celebrates key dates and festivals of other faiths and gives pupils an understanding of the beliefs and customs that underpin them.

We encourage pupils to understand their place within a culturally diverse society and above all to ensure that they leave Dickleburgh with a set of values which will ensure they will contribute positively to society in the future.

PROMOTING THE NINE PROTECTED CHARACTERISTICS

The Equality Act 2010 covers everyone in Britain and protects people from discrimination, harassment and victimisation. Under the Equality Act, there are nine Protected Characteristics:

  1. Age
  2. Disability
  3. Gender reassignment
  4. Race
  5. Religion or belief
  6. Marriage or civil partnership
  7. Sex
  8. Sexual orientation
  9. Pregnancy and maternity

The 9 Protected Characteristics are actively promoted in school through:

  • Our school ethos statements, Academy Development Plan and School Evaluation Form
  • Our school core values
  • Our school behaviour policy
  • Conscious role modelling by all adults in the school community
  • Active engagement and communication with parents and carers
  • Assemblies and Collective Worship
  • A different Christian Value studied every half term
  • Discussion within curriculum subjects, taking a cross-curricular approach
  • Our global Learning Means the World Curriculum
  • Personal, Social, Health and Economic education (PSHE) sessions
  • Religious Education (RE) lessons
  • Access to books which promote diversity and inclusivity
  • Sporting, Art and Cultural Events
  • Pupil Voice
  • Educational visits
  • Developing links with local, national and international communities
  • Extra-curricular activities, after-school clubs and charity work.

 Embedding Protected Characteristics into the whole ethos of Dickleburgh promotes:

  • Self-esteem, self-knowledge and self-confidence
  • Respect for democracy and support for participation in the democratic process
  • Acceptance of responsibility for their own behaviour
  • Respect for their own and other cultures
  • Understanding of how they can contribute positively to school and home life and to the lives of those living and working in the locality and further afield
  • An understanding of Equality, Human Rights and Protected Characteristics
  • 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 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
  • An understanding of the importance of identifying and combating discrimination