Advice & Guidance Toolkit Designed to Assist in Promoting British Values in Schools

Advice & Guidance Toolkit Designed To Assist In Promoting British Values In Schools

By Adnan Ahmed Prevent Community Engagement Officer

Summary

Section 1: Introduction, how to use this toolkit

Section 2: British Values being embedded as a whole school

approach

Section 3: Ofsted and promoting British Values in Schools

Section 4: Measuring Impact of British Values

1 Section 5: Appendix

British Values Schools Assistance Toolkit

Introduction

To Assist schools to promoting British Values and to encourage schools to measure impact, the Prevent team at Calderdale Council have devised the following toolkit. This toolkit is not to be read as guidance on how to pass inspection. Ofsted and the independent inspectorates publish their own inspection framework which should be used for guidance associated guidance can be found from the Home Office. There is also the non- statutory guidance from the Department for Education (DFE) published in November 2014 which illustrates how schools should promote British Values as part of spiritual, moral, social, and cultural (SMSC) development. As well as the SMSC advice, this toolkit could also be used as a whole school approach to preparing pupils for modern life in Britain. Furthermore, within this toolkit there are examples of how schools can embed British values in their curriculum and there are also good examples to see how schools can measure impact of promoting British Values, there is a simple questionnaire which could be adapted to ensure students have the understanding of what British Values are.

2 Below is a checklist to ensure process, procedures and best practise is in place when promoting British Values as a whole school approach;

Policy and Practice Present Notes/ Evidence (Tick/cro ss) The safeguarding policy, behaviour policy and staff code of conduct needs to be updated so the school has the power to challenge and take appropriate action when necessary. There needs to be a strategy and plan in place to promote British Values. This should be evident through promotional materials as well as the school website.

Establishing Anti- radicalisation committee that works to ensure staff have the skills and confidence around radicalisation concerns and able to promote British Values as a whole school approach. The committee should be represented by Safeguarding, SLT, Pastoral, Teaching, Support staff.

When people are identified as vulnerable or resistant to British Values a risk assessment needs to manage risk, addressing risk and ensure recording is taking place.

Records of concerns, monitoring logs to identify common issues or trends.

There should be a process in place to determine the suitability of external speaker who at attend the school.

3 Schools should be complying with requirements to publish information under the Public Sector Duty.

Guidance should be sought from legal if parents request for adjustments to schools curriculum or particular activities to accommodate pupils’ beliefs. The aim of this is to reduce risk of discrimination taking place and if challenged then schools can justify their stance to Ofsted and other.

*Below is a checklist to ensure Governors also have all the requirements to be able to promote British Values as a whole school approach

Governors Present Notes/ Evidence (Tick/cros s) Ensuring that governors have sufficient experience and accurate systems for checking the school’s effectiveness. They should not be reliant only on reports provided by the senior leadership team Arranging training for the governing body and senior leadership team on Prevent and ensuring they understand their responsibility to implement the Prevent duty and promote British values

*Below is a checklist to ensure Staff also have all the requirements to be able to promote British Values as a whole school approach

Staff Present Notes/ Evidence (Tick/cros s) Staff should understand the Local Authority’s Prevent Objectives and priorities and principles.

Staff should be confident and well informed in relation to advice and have undertaken training on how to do deal with concerns that pupils have developed extremist views

4 or are vulnerable to radicalisation.

Staff should be well versed on advice in relation to Keeping Children Safe.

Staff should be updated and fully informed and have resources to answer questions that might arise in relation to extremism, extremism ideologies such as ISIS (DAESH)/ Sikh Extremism/ Far right Extremism as well as local and global issues such as Syria. The Prevent Lead should be consulted and should approve this and staff should have time to discuss this. Having a process in place for checking that staff do not promote partisan political views and if political issues are discussed there is a balanced approach and a good presentation on opposing views. Carrying out appropriate background checks on members of staff as well as their online social media profile, including those who have lived or worked overseas.

*Below is a checklist to ensure that British values are being delivered to pupils as a whole school approach

Pupils Present Notes/ Evidence (Tick/cros s) Looking at the DFE’s material in relation to British Values and embedding within the curriculum and identifying other opportunities where values can be developed.

Regular sessions, collective worship sessions and assemblies to address extremism, radicalisation and ensuring that British Values are explained to young people and how they are relevant to them.

Ensuring evaluations are embedded as best practice/ procedure especially in relation to critical thinking work such as on life safety and building resilience against extreme narratives

Ensuring there are opportunities for discussions and dialogue to reinforce core British Values and address questions that pupils may have in relation extremist ideologies such as ISIS (DAESH)/ Syria or ideologies

5 such as Far right. Discussions and debates in relation to local, national and opportunities should be promoted

Ensuring there are mock elections, encouraging pupils to participate in the democratic process as well as having a student council.

Regular drop in sessions where students can ask questions and have discussions around radicalisation, discrimination or bullying in a safe space.

Ensuring there are opportunities for cultural awareness as well as multi-cultural and multi faith speakers visits.

Arranging and encouraging visit from partner agencies such as the police, youth justice organisations and other organisations to reinforce the importance of law.

Empowering students to develop a strong sense of identity and become positive role models through social action, volunteering, peer-mentoring and community projects

Inspection of Schools when promoting British values

Ofsted will be assessing whether maintained schools, academies and free schools promote British Values.

As part of the common inspection framework from September 2015, Ofsted assesses whether maintained schools, academies and free schools promote British values. The inspection handbook sets out what inspectors should look for.

Paragraph 138 says that inspectors assessing pupils' social development should look for:

... 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; [pupils] develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.(Ofsted School Inspection Handbook August 2016)

6 Furthermore, the School inspection handbook (page 35, GOV.UK – Ofsted) states Ofsted will also look at the following in relation to pupils 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.

2. 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.

3. 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.

4. 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.

Understanding and knowledge expected of pupils as a result of schools promoting Human/British values. an understanding of how citizens can influence decision-making through the democratic process;

7 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. It is not necessary for schools or individuals to ‘promote’ teachings, beliefs or opinions that conflict with their own, but nor is it acceptable for schools to promote discrimination against people or groups on the basis of their belief, opinion or background.

British Values and Measuring Impact

Methods of promoting British Values is relative to each school setting and therefore, the mechanisms need to take into account the context of that particular school when attempting to determine the work that needs to take place. To show impact there has to be an increase in knowledge and understanding of the British Values as well as change in behaviour and attitudes. Students might be questioned to determine impact and inspectors may also look at the work undertaken and ask to see evidence. The Home office guidance, guidance from DFE and guidance from Ofsted should be referred to. The guidance from Ofsted in the inspector’s handbook in relation to spiritual, moral, social and cultural development of pupils can also be used when determining a baseline of expectations. This guidance should also be referred to when measuring the impact of promoting British Values. Furthermore, the following are additional methods and indicators for schools to evidence impact;

1) Regular evaluations to ensure students are learning and have a good understanding of the

British Values? (This could be done via questionnaires/ evaluation forms (before and after,

safe space discussions, notes and projects evaluations etc).

2) Keeping evidence to show pupils have taken part in British value work?

3) Are learning outcomes being documented?

8 4) Are pupils showing a change in attitude or behaviour as a result of promotion of British

Values?

5) Are pupils starting to critically think and developed resilience against extremist narratives?

6) Are pupils able to challenge others students in relation to British Values?

7) Are pupils developing their self-knowledge, self-esteem and self-confidence? Can you

evidence this?

8) Have pupils started to distinguish right from wrong and to respect the civil and criminal law of England? Can you evidence this?

9) Are pupils learning 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? Can you evidence of this?

10)Are pupils acquiring a broad general knowledge of and respect for public institutions and services in England, can you evidence this?

11)Are pupils showing tolerance and harmony towards different cultures, religions or ways of life?

12) Are schools enabling students to acquire an appreciation of and respect for their own and other cultures, can you evidence this?

13)School is encouraging respect for other people and pupils are empowered to challenge discrimination in all its forms?

14) Pupils have 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.

15)Do you have a working group regularly looking at new ways to promote British Values and evaluating British Values work?

16)Is there spiritual, moral, social and cultural development within pupils relating to British

Values?

17) Are pupils able to promote British Values and is this being done (i.e. through project work?, peer

mentors)

18)Are students displaying the work to the wider community?

9 19)Is there resilience towards British Values from parents or the wider community and is this changing as a result of the promotion of British Values?

Appendix

1) British Values Table Template

2) British Values Mapping Grid

3) Additional resources/ reference list

Example methods for implementing British Values in the Curriculum

10 British Values Department Mapping Template:

*These are a good method of promoting Fundamental British Values and ensuring the students are being prepared for life in modern Britain. Criminal & Civil Democracy & Individual Liberty Respect & Tolerance Controversial issues, Safe Law Values Spaces for Debate Learn about living in Promote core Provide safe spaces Understand how religion is Allow grievances to be aired modern Britain values of a dedicated to misused - Equip students with a What are the democratic society confidential deeper understanding of Islam Provide safe spaces for students dedicated purposes of discussion, to discuss to confidential discussion, to openly discuss punishment Historical examples openly issues that Explore/promote diversity issues that concern them including (protection, of different styles include exploring exploring identities rehabilitation etc.?) of governance their own identity Develop a shared understanding of Gang crime, drugs, and respect for culture, belief and Develop critical thinking skills hate crime etc. To learn about living heritage & become critical users of online social in modern Britain media What causes crime? Challenge anti-Semitism, How can we tackle Explore and promote Islamophobia, homophobia and Deal with controversial issues crime? Diversity other prejudices Develop skills to evaluate effectively and discuss potentially controversial issues To become Debate extremism independent Enhance safe behaviours online enquirers Debate fundamental moral and Promote respectful human rights and principles Become independent enquirers/ evaluate dialogue evidence to take reasoned decisions while Challenge prejudices Equip students with arguments recognising the beliefs of others against violent extremist ideology Challenge misinformed views and perceptions

Learn questioning techniques to open up safe debate

Promote open and respectful dialogue

Additional resources

 Promoting British Values; https://www.gov.uk/government/news/guidance-on-promoting- british-values-in-schools-published/

11  Promoting fundamental British values through SMSC; https://www.gov.uk/government/publications/promoting-fundamental-british-values-through- smsc

 Promoting British Values in the Curriculum; https://schoolleaders.thekeysupport.com/curriculum-and-learning/curriculum-guidance-all- phases/structuring-curriculum/promoting-british-values-in-the-curriculum/