Promoting British Values at Barham Primary School
The Government set out its definition of British values in the 2011 Prevent Strategy, this advice and guidance was updated in June 2015 and the values reiterated. At Barham these values are reinforced regularly and in the following ways:
Each year the children decide upon their class charter and the rights associated with these. All the children contribute to the drawing up of the charter.
We have a student council which meets once per term with the Headteacher to discuss issues raised in class council meetings. The council has its own budget and is genuinely able to effect change within the school. Every child on the student council is voted in by their class. Children have an annual questionnaire where they are able to put forward their views about the school.
The Rule of Law
The importance of laws, whether they be those that govern the class, the school, or the country, are consistently reinforced at Barham. Pupils are taught from an early age the 5R’s and the Code of Conduct which are the rules of the school. These are our Golden Rules, Playground Rules and eSafety Rules. Pupils are taught the value and reasons behind rules and laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits to and from authorities such as the Police and Fire Service help reinforce this message.
At Barham, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young pupils to make informed choices, through a safe environment and an empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advised how to exercise these safely, for example through our eSafety and PSHE lessons.
Mutual respect is at the heart of our mission and aims. Children learn that their behaviours have an effect on their own rights and those of others. All members of the school community treat each other with respect. The first of our Golden Rules reads: Be respectful. Our mission statement reads: Respecting each other.
Tolerance of those of Different Faiths and Beliefs
Barham is a diverse school. We actively promote diversity through our celebrations of different faiths and cultures. Religious Education lessons and PSHE lessons reinforce messages of tolerance and respect for others. Our multicultural pages on our website illustrate our commitment to exploring our diverse school community. Members of different faiths and religions are encouraged to share their knowledge to enhance learning within classes and the school. The children visit places of worship that are important to different faiths.
Spiritual, Moral, Social and Cultural (SMSC)
Barham Primary School has a strong commitment to the personal and social development of all pupils. The school vision and values, put together by all the staff, supports spiritual, moral, social and cultural characteristics in all pupils.
What is SMSC – Spiritual, Moral, Social and Cultural development?
Here is a summary to explain SMSC development – it is personalised for all our pupils at Barham.
Spiritual development is when we:
Explore beliefs and experience; respect faiths, feelings and values; enjoy learning about oneself, others and the surrounding world; use imagination and creativity; reflect.
Moral development is when we:
Recognise right and wrong; respect the law; understand consequences; investigate moral and ethical issues; offer reasoned views.
Social development is when we:
Use a range of social skills; participate in the local community; appreciate diverse viewpoints; participate, volunteer and cooperate; resolve conflict; engage with the 'British values' of democracy, the rule of law, liberty, respect and tolerance.
Cultural development is when we:
Appreciate cultural influences; appreciate the role of Britain's parliamentary system; participate in culture opportunities; understand, accept, respect and celebrate diversity.
In our school pupil’s SMSC development is seen for example in:
- Taking part in a range of activities regarding social skills
- Developing an awareness and respect for diversity
- Developing and appreciation of theatre
- Developing an understanding of right and wrong.
- Developing the communication skills to make choices about likes/dislikes in school then in wider community visits.
- Taking part in sporting opportunities.
- Taking part in cultural opportunities.
- Taking part in artistic opportunities.
SMSC is embedded throughout the curriculum at Barham. This integrated approach ensures that aspects of SMSC is considered in all subject areas. The Strategic Leadership Team audits SMSC and Governors monitor it across school.
Beyond the Curriculum
We are also committed as a school to developing SMSC beyond the curriculum. This is done through:
- Arts, Music and Cultural Specialists visits to school over the year
- Assemblies give pupils an opportunity to explore aspects of SMSC
- Our Cultural Leaders, including our Music Specialist Teacher in school have links to business and enterprise within Brent to support and develop the cultural spaces in the local area. We need to protect these important spaces if we are to cement London’s place as an international cultural capital. We will also get support to build excellent creative and cultural opportunities in your school/setting
- Our pupils have links to the incredible arts and cultural opportunities taking place as part of London Borough of Culture (LBOC) 2020. We will be engaging children and young people with creative and cultural opportunities through LBOC 2020 and beyond.
- We are currently registered to achieve the Unicef Gold Award. This will be a specific focus of work over the next 2 years. More information on this can be found on
In order to reflect further on the impact of all our work on SMSC:
- We engage governors, families and community
- We listen to our pupils
- Observe staff and pupil interactions
- Support Social Behaviour
- Complete learning walks reflecting on resources and practices.